Roadmap c1 C2-Teachers Book

C1-C2
TEACHER’S BOOK
with digital resources and assessment package
Damian Williams, Clementine Annabell
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Every class is different,
every learner is unique.
Roadmap is a new eight-level general English course for adults which recognises
that every class is different and every learner is unique. Built on Global Scale of English
learning objectives, the course is designed to give learners the specific language
training they need to progress. Engaging, relevant content and extensive support
materials make lessons enjoyable for both learners and teachers.
The Roadmap Teacher’s Book with digital resources and assessment package
provides everything you need to deliver successful lessons and get the most out
of the course.
• Clear instructions on how to exploit each lesson

• Ideas for warmers, fillers, extension and homework activities
• Culture notes and suggestions for dealing with tricky
language points
• Answer keys for all practice exercises
• Additional support materials to add ‘spice’ to your lessons
including photocopiable worksheets, games and activities
• Audio and video scripts plus video worksheets
• Unit, achievement, mid and end of course tests in
accompanying assessment package
COURSE COMPONENTS
• Students’ Book with digital resources
and mobile app
10 20 30 40 50 60 70 80 90
• Students’ Book with online practice, C1-2
digital resources and mobile app B2+
B2
• Workbook with key and online audio
B1+
• Teacher’s Book with digital resources B1 §
and assessment package A2+

A2
• Presentation tool
A1
CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2
Find out more at english.com/roadmap Learn more about the Global Scale of English at english.com/gse
www.frenglish.ru
C1-C2
Teacher’s Book
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CONTENTS
Introduction
Student’s Book contents 4–7
Welcome to Roadmap 8–9
Course components 10–11
Student’s Book 12–15
Support components 16–19
Workbook 16
Mobile app 16
Online practice 17
Teacher’s Book 18
Teacher’s digital resources 18
Presentation tool 19
Course methodology 20–23
Teacher’s notes
Units 1–10 24–164
Resource bank
Photocopiable activities index 165–166
Photocopiable activities 167–256
Photocopiable activities notes and answer key 257–277
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STUDENT’S BOOK CONTENTS
Contents
MAIN
MAINLESSON
LESSON LANGUAGE
LANGUAGEFOCUS
FOCUS VOCABULARY
VOCABULARY
FAST-TRACK ROUTE
PRONUNCIATION
PRONUNCIATION SPEAKING
SPEAKINGGOAL
GOAL
UNIT
UNIT11 page
page66
Team
Teambuilding
building present,
present,past
pastand
andfuture
futureperfect
perfect phrases
phraseswith
with pronunciation have/ give
ofhave/
pronunciationof givefeedback
feedbackon
onan
anevent
event
1A page
page66 delexical
delexicalverbs
verbs had
hadin
inperfect
perfectforms
forms
Online/Offl
Online/Offline
ine subject
subjectraising
raising idioms
idiomsfor
forexpressing
expressing connected
connectedspeech
speech describe
describeyour
yourreaction
reactionto
toaa
1B page
page88 and
andcontrolling
controlling situation
situation
emotions
emotions
Kidfl
Kidfluencers
uencers infi
infinitive
nitivephrases
phrases connotation
connotation11 use
useofofpauses
pausesin
in justify
justifyaapoint
pointof
ofview
view
1C infi
infinitive
nitivephrases
phrases
page
page10
10
English
Englishin
inaction
action socialising
socialising sounding
soundingenthusiastic
enthusiastic join
joinaaconversation
conversationalready
alreadyin
in
1D progress
progress
page
page12
12
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UNIT
UNIT22 page
page14
14
Changes
Changes the
thecontinuous
continuousaspect
aspect trends
trends to
tohave
havein
inconnected
connected give
giveaapresentation
presentationononpast,
past,
2A speech
speech current
currentand
andfuture
futuretrends
trends
page
page14
14
Work,
Work,work,
work,work
work probability
probability agreement
agreementand
and elision ofkkin
elisionof inlikely
likely speculate
speculateabout
aboutwork
work
2B disagreement
disagreement situations
situations
page
page16
16
Local
Localissues
issues cleft
cleftsentences
sentences connotation
connotation22 weak
weakform ofthat
formof that discuss
discussaaproposal
proposal
2C
page
page18
18
English
Englishin
inaction
action conversation
conversation using
usingintonation
intonationto
to manage
manageaafast-paced
fast-paced
2D indicate
indicateaaconversation
conversation conversation
conversation
page
page20
20
isisfifinished
nished
Check
Checkand
andrefl
reflect:
ect:Units
Units11and
and22page
page22
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UNIT
UNIT33 page
page24
24
Ideas
Ideas question
questionforms
forms ideas
ideas intonation
intonationin
inquestions
questions use
usebrainstorming
brainstorming
3A ending withwh-
endingwith wh-words
words techniques
techniques
page
page24
24
Problems,
Problems,problems
problems reason
reasonclauses
clauses problems
problemsand
and -le
-leword
wordendings
endings solve
solveaaproblem
problem
3B solutions
solutions
page
page26
26
Fact
Factor
or fifiction?
ction? ways
waysof
ofmodifying
modifyingadjectives
adjectives the
thenews
newsandand stress
stressin
inadverb
adverb++ discuss
discusshow
howtotofact-check
fact-check
3C reporting
reporting adjective
adjectivecombinations
combinations news
newsstories
stories
page
page28
28
English
Englishin
inaction
action idioms
idiomsrelated
relatedto
to assimilation
assimilation summarise
summariseinformation
information
3D clarity
clarity
page
page30
30
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UNIT
UNIT44 page
page32
32
High
Highemotion
emotion non-future
non-futureuses ofwill
usesof will anxiety
anxietyand
and emphatic
emphaticpronunciation
pronunciation talk
talkabout
aboutpersonal
personal
4A excitement
excitement of
ofauxiliary
auxiliaryverbs
verbs experiences
experiences
page
page32
32
Volunteering
Volunteering real
realconditionals
conditionals adjective
adjective++noun
noun intonation
intonationin
inincomplete
incomplete discuss
discusspolitical
politicalor
orsocial
social
4B collocations
collocations requests
requests issues
issues
page
page34
34
The
Themind’s
mind’seye
eye giving
givingimpressions
impressions the
thesenses
senses intrusion
intrusionin
inadjectives
adjectives answer
answerquestions
questionsabout
about
4C with-ish
with-ish abstract
abstracttopics
topics
page
page36
36
English
Englishin
inaction
action negotiating
negotiating showing
showingempathy
empathy resolve
resolveconfl
conflicts
ictsin
in
4D negotiations
negotiations
page
page38
38
Check
Checkand
andrefl
reflect:
ect:Units
Units33and
and44page
page40
40 Go
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UNIT
UNIT55 page
page42
42
Unsung
Unsungheroes
heroes linking
linkingdevices
devices importance
importanceand
and stress
stressin
insentences
sentences discuss
discussunsung
unsungheroes
heroes
5A usefulness
usefulness containing
containinglinking
linkingwords
words
page
page42
42
The
Thepower
powerof
offailure
failure unreal
unrealconditionals
conditionals risk,
risk,success
successand
and pronunciation ofhave
pronunciationof in tell
havein tellan
ananecdote
anecdote
5B failure
failure conditionals
conditionals
page
page44
44
The
Thegreat
greatclean-up
clean-up hypothetical
hypotheticallanguage
language near-synonyms
near-synonyms pronunciation
pronunciationof wish++ discuss
ofwish discussproblems
problemsand
and
5C would/past
would/pastperfect
perfect hypothesise
hypothesisesolutions
solutions
page
page46
46
English
Englishin
inaction
action excuses
excuses indicating
indicatingwillingness
willingnessor
or politely
politelyrefuse
refuseaarequest
request
5D unwillingness
unwillingness
page
page48
48
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EXTENDED ROUTE
MASTER
MASTERYOUR
YOURSKILLS
SKILLSLESSON
LESSON GOAL
GOAL FOCUS
FOCUS
1A
1AMaster
Masteryour
yourwriting
writing write
writeaablog
blogpost
post using
usinghyperbole
hyperboleto
toenhance
enhance
page
page126
126 impact
impact
1B
1BMaster
Masteryour
yourreading
reading understand
understandshort
shortanecdotes
anecdotesin
in recognising
recognisingcohesive
cohesivedevices
devicesin
in
page
page106
106 an
anarticle
article aatext
text
1C
1CMaster
Masteryour
yourlistening
listening understand
understandaapersuasive
persuasive recognising
recognisingpersuasive
persuasivelanguage
language
page
page96
96 speech
speech
2A
2AMaster
Masteryour
yourreading
reading understand
understandaanewspaper
newspaper recognising
recognisingscepticism
scepticism
page
page108
108 article
article
2B
2BMaster
Masteryour
yourlistening
listening understanding
understandingan
aninformal
informal recognising
recognisingunderstatement
understatement
page
page97
97 explanation
explanation
2C
2CMaster
Masteryour
yourwriting
writing write
writeproject
projectcommunications
communications rejecting
rejectingideas
ideasand
andasking
askingfor
for
page
page128
128 changes
changes
3A
3AMaster
Masteryour
yourreading
reading understand
understandbusiness
businessarticles
articles evaluating
evaluatingthe
theeff
effectiveness
ectivenessof
of
page
page110
110 an
anargument
argument
3B
3BMaster
Masteryour
yourwriting
writing write
writeaaproposal
proposal using
usingpersuasive
persuasivelanguage
language
page
page130
130
3C
3CMaster
Masteryour
yourlistening
understandaaformal
formaltalk
talkand
and recognising
recognising diff
differences
erencesin
in
page
page98
98 informal
informalconversation
conversationon
onthe
the formality
formality
same
sametopic
topic
4A
4AMaster
Masteryour
yourreading
reading understand
understandaanarrative
narrativeor
or recognising
recognisingforeshadowing
foreshadowingof
of
page
page112
112 biography
biography events
events
4B
4BMaster
Masteryour
yourwriting
writing write
writeaaletter
letterof
ofapplication
applicationfor
for putting
puttingaapositive
positivespin
spinon
onlimited
limited
page
page132
132 an
aninternship
internship experience
experienceand
andskills
skills
4C
4CMaster
Masteryour
yourlistening
understandaagroup
groupdiscussion
discussion recognising
recognisingreferences
referencesto
to
page
page99
99 common
commonexpressions
expressions
5A
5AMaster
Masteryour
yourlistening
understandaanarrative
narrative understanding
understandingcolloquial
colloquial
page
page100
100 language
language
5B
5BMaster
Masteryou
youreading
reading understand
understandaastory
story distinguishing
distinguishingbetween
betweenliteral
literal
page
page114
114 and
andallegorical
allegoricalmeaning
meaning
5C
5CMaster
Masteryour
yourwriting
writing write
writean
anessay
essay synthesising
synthesisinginformation
informationfrom
fromaa
page
page134
134 number
numberofofsources
sources
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STUDENT’S BOOK CONTENTS
Contents FAST-TRACK ROUTE

MAIN
MAINLESSON
LESSON LANGUAGE
LANGUAGEFOCUS
FOCUS VOCABULARY
VOCABULARY PRONUNCIATION
PRONUNCIATION SPEAKING
SPEAKINGGOAL
GOAL
UNIT
UNIT66 page
page50
50
Dystopias
Dystopias the
thepassive
passive making
makingconnections
connections Pronunciation ofare
Pronunciationof arein
in discuss
discussabstract
abstracttopics
topicsabout
about
6A connected
connectedspeech
speech society
society
page
page50
50
Consumer
Consumeraff
affairs
airs Making
Makingformal
formal regulation
regulation word
wordstress
stressin
in present
presentformal
formal
6B page
page52
52 recommendations
recommendations sentences
sentencescontaining
containing recommendations
recommendations
the
thesubjunctive
subjunctive
Signs
Signsof
ofthe
thetimes
times comparatives
comparatives responding
respondingto
toideas
ideas intrusive
intrusiverr choose
chooseaasign
signor
ormarketing
marketing
6C page
page54
54 slogan
slogan
English
Englishin
inaction
action idioms
idioms sentence
sentencestress
stress take
takepart
partin
inaapanel
panel
6D discussion
discussion
page
page56
56
Check
Checkand
andrefl
reflect:
ect:Units
Units55and
and66page
page58
58 Go
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UNIT
UNIT77 page
page60
60
Journeys
Journeys determiners
determiners idioms
idiomsrelated
relatedto
to stressed
stressedand
and plan
planan
anunconventional
unconventional
7A page
page60
60 exploration
exploration unstressedany
unstressed any journey
journey
It’s
It’saascam!
scam! relative
relativeclauses
clauses deception
deception weak
weakand strongto
andstrong to talk
talkabout
about fifinancial
nancialproblems
problems
7B page
page62
62
Skills
Skillsfor
forlife
life reduced
reducedrelative
relativeclauses
clausesand
and skills
skillsand
andabilities
abilities pauses
pausesininreduced
reduced discuss
discussskills
skillsand
andabilities
abilities
7C page
page64
64 similar
similarstructures
structures relative
relativeclauses
clauses
English
Englishin
inaction
action debates
debates power
powerpauses
pauses chair
chairand
andparticipate
participatein
inaa
7D page
page66
66 debate
debate
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UNIT
UNIT88 page
page68
68
We
Weall
alldo
doitit describing
describinghabits
habitsand
and idioms
idiomsrelated
relatedto
to adding
addingemphasis
emphasiswhen
when Carry
Carryout
outaasurvey
survey
8A compulsions
compulsions feelings
feelings describing
describinghabits
habits
page
page68
68
Pivotal
Pivotalmoments
moments the
thefuture
futurein
inthe
thepast
past decision
decisionmaking
makingand
and gemination
gemination describe
describeaapivotal
pivotalmoment
momentin
in
8B refl
reflection
ection your
yourlife
life
page
page70
70
Urban
Urbansurvival
survival emphasising
emphasisingadvice
advice idioms
idiomsrelated
relatedto
torisk
risk sentence
sentencestress
stress create
createaalist
listof
ofsurvival
survivaltips
tips
8C
page
page72
72
English
Englishin
inaction
action making
makingaacall
call emphasising
emphasisingadvice
advice deal
dealwith
withproblems
problemson
onaacall
call
8D page
page74
74
Check
Checkand
andrefl
reflect:
ect:Units
Units77and
and88page
page76
76 Go
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UNIT
UNIT99 page
page78
78
Oral
Oralstorytelling
storytelling narrative
narrativetenses
tenses verb–adverb
verb–adverb pauses
pausesand
andchanges
changesof of relate
relateaanon-chronological
non-chronological
9A collocations
collocations speed
speedin
instorytelling
storytelling narrative
narrative
page
page78
78
Gossip
Gossip reported
reportedspeech
speech gossip
gossipand
andrumours
rumours stress
stressin
inreported
reported take
takepart
partin
inaawork-based
work-based
9B page
page80
80 speech
speechandandpassive
passive conversation
conversation
reporting
reporting
Rewilding
Rewilding participle
participleclauses
clausesand
andverbless
verbless improvement
improvementandand word
wordstress
stress discuss
discussaacourse
courseof
ofaction
action
9C page
page82
82 clauses
clauses deterioration
deterioration
English
Englishin
inaction
action employability
employabilityand
and avoiding
avoidinghesitation
hesitation answer
answerquestions
questionsininaajob
job
9D page
page84
84 competencies
competencies interview
interviewin
indetail
detail
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UNIT
UNIT10
10 page
page86
86
The
Thenext
nextbig
bigthing
thing emphasis
emphasisand
andpersuasion
persuasion collocations:
collocations: list
listintonation
intonation present
presentan
anidea
idea
10A innovation
innovation
page
page86
86
It’s
It’syour
yourturn
turn heads
headsand
andtails
tails board
boardgames
games intonation
intonationsentences
sentences explain
explainthe
therules
rulesof
ofaagame
game
10B page
page88
88 containing
containingheads
headsand
and
tails
tails
Is
Isthis
thisthe
thefuture?
future? concession
concessionclauses
clauses evaluating
evaluating intonation
intonationpatterns
patternsin
in discuss
discussapproaches
approachesto
to
10C page
page90
90 concession
concessionclauses
clauses language
languagelearning
learning
English
Englishin
inaction
action success
successand
andfailure
failure elision
elision deliver
deliveraaprogress
progressreport
report
10D
page
page92
92
Check
Checkand
andrefl
reflect:
ect:Units
Units99and
and10
10page
page94
94 Go
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Language
Languagebank
bankpage
page146
146 Vocabulary
Vocabularybank
bankpage
page166
166 Communication
Communicationbank
bankpage
page176
176
4
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EXTENDED ROUTE
MASTER
MASTERYOUR
YOURSKILLS
SKILLSLESSON
LESSON GOAL
GOAL FOCUS
FOCUS
6A
6AMaster
Masteryour
yourwriting
writing write
writeaasummary
summaryof
ofaascientifi
scientificc maintaining
maintainingaaneutral
neutralscientifi
scientificc
page
page136
136 experiment
experiment tone
tone
6B
6BMaster
Masteryour
yourreading
reading understand
understandan
anarticle
articleon
on refi
refining
ningunderstanding
understandingof
ofword
word
page
page116
116 fifinance
nance meaning
meaning
6C
6CMaster
Masteryour
yourlistening
understandaacomplex
complexpodcast
podcast recognising
recognisingdoubts
doubtsabout
aboutword
word
page
page101
101 choice
choice
7A
7AMaster
Masteryour
yourlistening
understandaadebate
debate recognising
recognisingdigression
digression
page
page102
102
7B
7BMaster
Masteryour
yourreading
reading understand
understandcorrespondence
correspondence identifying
identifyingaawriter’s
writer’stone
tone
page
page118
118
7C
7CMaster
Masteryour
yourwriting
writing write
writeaareview
review creating
creatingvivid
vividimagery
imagery
page
page138
138
8A
8AMaster
Masteryour
yourreading
reading understand
understandan
anauthentic
authenticnovel
novel recognising
recognisinghumour
humour
page
page120
120
8B
8BMaster
Masteryour
yourlistening
understandaaphone
phonecall
call recognising
recognisingthe
thecontext
contextwords
words
page
page103
103 are
aregenerally
generallyused
usedin
in
8C
8CMaster
Masteryour
yourwriting
writing take
takepart
partin
inan
anonline
online dealing
dealingwith
withrudeness
rudenessonline
online
page
page140
140 discussion
discussion
9A
9AMaster
Masteryour
yourwriting
writing write
writeaanarrative
narrative using
usingemotive
emotivelanguage
language
page
page142
142
9B
9BMaster
Masteryour
yourlistening
listening follow
followaagroup
groupdiscussion
discussion understanding
understandingoverlapping
overlapping
page
page104
104
9C
9CMaster
Masteryour
yourreading
reading understand
understandarguments
argumentsin
inaa identifying
identifyingflflaws
awsin
inan
anargument
argument
page
page122
122 newspaper
newspaperarticle
article
10A
10AMaster
Masteryour
yourwriting
writing write
writeattractive
attractivebrochures
brochuresand
and writing
writingaaproblem–solution
problem–solutiontext
text
page
page144
144 websites
websites
10B
10BMaster
Masteryour
yourlistening
understandaapresentation
presentation taking
takingeff
effective
ectivenotes
notes
page
page105
105
10C
10CMaster
Masteryour
yourreading
reading understand
understandan
anarticle
article understanding
understandingmetaphors
metaphors
page
page124
124
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WELCOME TO ROADMAP
Roadmap is a new, flexible eight-level general English course for adults. Recognising
that every class is different and every learner is unique, Roadmap provides a dual
track approach that allows all learners to develop confidence in speaking while taking
a more tailored approach to skills development. It does this by providing smooth
syllabus progression based on the Global Scale of English, by putting clear and
achievable speaking goals at the heart of every lesson, and by providing in-depth skills
development lessons for teachers to choose from at the back of the Student’s Book.
Multiple opportunities are provided for learners to practise outside the classroom in
print, online and using the mobile app.
Map your own route through the course

It can be challenging for institutions and teachers to deal with the different needs,
interests and abilities of each student, especially if they have a wide mix of
learners in the same class. The unique dual track approach of Roadmap helps you
solve this problem.
● The fast track route concentrates on developing learners’ speaking skills as well
as giving them the grammar, vocabulary and functional language they need to
achieve their goals.
● The extended route gives learners valuable practice in reading, writing and
listening as well as specific training and strategies for developing these skills.
Fast track route: Extended route:

10 core units featuring 10 core units plus
grammar, vocabulary and additional skills-based
pronunciation with each lesson lessons (reading, writing
leading to a final GSE-related and listening) linked to the
speaking activity. content of each lesson.
This unique approach also allows you to adapt material to suit different course
lengths. Whatever the number of hours in your course and whatever the interests of
your learners, the flexible organisation of Roadmap makes it easy for you to choose
the best route for your students’ success.
Build your students’ confidence

Learners need to know what they are aiming for and why. This is key to building
confidence, increasing motivation and helping learners make rapid, tangible
progress.
● Global Scale of English learning objectives provide students with clear goals for
every lesson (the goals have been selected to be useful and relevant to students in
real-life situations).
● Grammar and vocabulary has been specifically selected according to how useful it
is in terms of helping learners reach specific goals.
● Carefully structured tasks with ‘models’ and opportunities to review performance,
Check and reflect activities and regular progress tests allow learners to see how
well they are doing and highlight the areas they need to improve.
www.frenglish.ru
Make the most of your skills as a teacher
Roadmap is designed to be as supportive and easy to use as possible, whatever your
level of experience, with:
● ‘pick-up-and-go’ lessons with clear aims and outcomes that are guaranteed to work.
● clear instructions on how to exploit each lesson, including help with tricky
language points, ideas for warmers, fillers, extension and homework activities.
● a huge range of additional support materials, including video, photocopiable games
and activities, online and mobile app practice activities to add variety to your lessons.
● Interactive Student’s eBook, allowing you to teach as effectively face to face or
virtually.
The Pearson English Portal makes it easy to access all the support material, including
the front of class presentation tool, in one place and enhances your performance as
a teacher.
ROADMAP
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Find out more
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C1-C2
TEACHER’S BOOK
9
www.frenglish.ru
COURSE COMPONENTS
FOR LEARNERS
STUDENT’S BOOK AND INTERACTIVE EBOOK
1A
1A | Team building
Team building
WITH DIGITAL RESOURCES
AND MOBILE APP Goal: give feedback on an event
Includes ten units, each having three main input lessons linked
Language focus: present, past and future perfect
B C
Vocabulary: phrases with delexical verbs
● Language focus
Reading A 6 1.1 Listen to some people organising an event.
to three Master your skills lessons at the back of the book.

Answer the questions.
1 Work in pairs and discuss the questions. 3 Work in pairs and discuss the questions.
1 What was wrong with last year’s event?
1 What are the people doing in the photos? Why? 1 Which activities in the article sound like fun? Which
wouldn’t you enjoy? 2 What was good about it?
2 Have you ever taken part in activities like these?
2 Which do you think would be the most successful at 3 What do they decide to do differently this year?
What happened?
Each lesson includes language focus, vocabulary and

3 What are the benefits of team-building activities?
enhancing team spirit? 7a 1.2 Choose the most natural alternative to
complete the extracts. Then listen and check.
● 2 Read the article. Which team-building activity/
activities does each statement refer to?
Vocabulary 1 We’ve talked/been talking about this a lot recently and D
4 a Underline phrases in the article that match phrases we’ve come/been coming to the conclusion that it was
1 The first team to finish is the winner. 8a
pronunciation and leads to a final speaking task based on

a bit of a waste of time. 1.3 How do you think have/had is pronounced in
1–9. Which words replace the verbs in bold?
2 You can do it in your workplace with no preparation or 2 Everyone just worked with people they'd already these sentences? Listen and check.
1 if we try to break down the barriers
equipment. known/been knowing for years. 1 We’d been doing activities all day.
make the effort
3 There are two stages: making something and doing 3 People will be in teams with people from other 2 By then, they’ll have been travelling for two days.
2 you need to nudge your people
something with it. departments, so they won’t have met/been meeting 3 We’ve been taking regular breaks.
Global Scale of English learning objectives.

3 Let’s look at six of the best ways
4 It involves a lot of walking. most of them before.
4 to build teams, which is priceless b Listen again and practise.
5 It forces people to ask and answer questions. 4 They were exhausted because they'd travelled/been
5 they search for information 9 Complete the sentences with the most natural
6 It’s best to make a plan before you start construction. travelling for hours.
6 to exercise in the fresh air perfect form of the verb in brackets.
5 We spent a week hiking in the mountains, and by the
6
7 to race across a river, which is exhilarating 1 They’ll be tired when the activity finishes – they
quick but powerful
Key language is presented and cross-referenced to a

third day we have had/had had enough of each other!
8 Why not simply hike a long way non-stop for two hours. (hike)
team-building activities b Read the language focus box and check your 2 I was bored in the training session because I
● Let’s face it, most of us prefer to work alone. But if we make the effort to
9 the time to chat in a good old-fashioned way
b Look at the answers in Exercise 4a. Which part of the
answers. the same information dozens of times
break down the barriers between us, it unleashes boundless potential in over the years. (already/hear)
phrase helps you understand the meaning in each Present, past and future
Language bank at the back of the book.

each of us. Whether you’re a business leader or an educator, you need to 3 Recently, people tired of all these silly
give your people a nudge to push them beyond their comfort zones. Let’s case? What is a 'delexical verb'? perfect games during team-building events. (get)
take a look at six of the best ways to do some priceless team building. 5 a Complete the phrases with the delexical verbs in Present perfect simple and continuous
4 Please let me know as soon as you
Scavenger hunt: Each team has a list of objects to find, such as a snail the box. 1 Measuring time up to now: Use the simple
where you want the group to go. (decide)
shell or a golf ball. At the end of the time limit, the team with the most form for states and the continuous form for actions.
objects is the winner. Alternative versions include photo scavenger hunts do get give go have hold make take
A Vocabulary bank extends some of the key lexical sets in

We’ve known each other for years. Go to page 146 or your app for more information and practice.
(where teams have to photograph items on the list) and data hunts (where I’ve been waiting here since 10 o’clock.
they go on a search for information, like dates on buildings). A fun way to 1 a lie-down/a well-earned rest/a sit down
● get some exercise in the fresh air!

Tell the truth: Team members take turns to share quirky facts about
2
3
for a run/on a teambuilding course/for a stroll
someone help/someone a break/someone a
2 Present results: Use the simple form to talk
about the present result of completed events and
Speaking
the continuous form to talk about the results of
themselves. The others ask questions to work out if they’re lying or telling warm welcome PREPARE
each unit and focuses on important areas such as word-building

processes.
the truth. A great way to get to know your colleagues’ hidden sides! 4 some fresh air/people talking/the benefits I’m worried because I’ve lost my keys.
Raft building: Divide your people into teams and give them 30 minutes to 10 You're going to give feedback on an event. Turn to
of something I’m tired because I’ve been running.
design and construct a raft from plastic drums, planks of wood and rope. page 176.
5 a welcome meeting/a singing competition/ 3 Experiences up to now: Almost always use the
Afterwards, they use the rafts to hold an exhilarating race across
a feedback session simple form, even for repeated events.
a river. SPEAK
and collocation.
6 a contribution/a success of something/ I’ve already seen this film ten times.
Get in line: Divide the group into two teams. The teams then race to
organise themselves into lines based on questions like ‘How many a statement 4 Recent events and trends: Use the simple form for 11 Work in pairs. Take turns being the event organiser
countries have you visited?’ A great way of getting people talking – and 7 some rock-climbing/plenty of preparation/ recent events and the continuous form for trends. and an attendee. Attendee: Give feedback on
listening to each other. someone good I’ve just been to the park. I’ve been reading a lot recently. the event. Organiser: Respond to the attendee's
Marshmallow challenge: Give each team a packet of spaghetti and Past and future perfect simple and continuous feedback, justifying your decisions.
8 the initiative/the lead during an activity/
An English in action lesson in each unit covers key functional

some marshmallows, and set a time limit. At the end, the team with the something into consideration We use these forms for the same reasons as the present
tallest tower is the winner. This activity encourages design thinking as perfect simple and continuous, but with a focus on ‘then’
● much as teamwork: it’s much better to plan your structure before making
a start.
b Work in pairs. Think of how some of the phrases in
Exercise 5a might relate to team building.
instead of ‘now’.
I’m tired now because I’ve been running.
Master your
Out and about: Why not simply go for a long hike together? Sometimes At the start of a team building day, the organisers I was tired then because I’d been running. writing
language.
all it takes to integrate a team is a change of scenery and the time to might give people a warm welcome. I’ll be tired then because I’ll have been running. page 126
have a good old-fashioned chat.
Go to your app for more vocabulary and practice.
6 7
● Check and reflect pages at the end of each even unit show M01 Roadmap SB C1 228662.indd 6 08/10/2020 11:24 M01 Roadmap SB C1 228662.indd 7 08/10/2020 11:24
learners how their confidence and mastery of spoken language

has improved.
● Light-hearted video clips and worksheets (available online)
extend and consolidate key language covered in the unit.
● Extra language focus and vocabulary exercises, available on
the mobile app (the Pearson Practice English app), consolidate
language points covered in the Student’s Book.
● Master your skills lessons at the back of the book expose learners
to different genres and give them strategies for developing skills.
● Audio/video scripts and word lists are available online.
● Includes an Interactive Student’s eBook to allow students to
work effectively online.
STUDENT’S BOOK AND INTERACTIVE EBOOK

WITH ONLINE PRACTICE, DIGITAL RESOURCES
AND MOBILE APP
● Provides online practice for students, class management for
teachers and a gradebook to review performance.
● Includes all the Student’s Book material plus a digital version
of the exercises and activities from the Workbook and Tests.
● Includes tools for managing and assigning self-study and practice
activities to students, with automatic marking to save time.
● Includes a gradebook for reviewing performance of individual
students and classes.
● Includes an Interactive Student’s eBook to allow students to
work effectively online.
WORKBOOK WITH KEY AND ONLINE AUDIO

● Ten units provide additional practice of material covered in the
Student’s Book.
● Provides additional language focus, vocabulary and functional
language practice activities.
● Includes additional reading, writing and listening practice
activities.
● Answer key at the back of the book allows learners to check
their answers.
● Audio is available online.
10
www.frenglish.ru
FOR TEACHERS
TEACHER’S BOOK Language focus
Unit 1
Answers:
1A Team building
1
1 if we make the effort to break down the barriers
Present, past and future perfect
2 you need to give your people a nudge
OVERVIEW Introduction
3 Let’s take a look at six of the best ways
4 to do some priceless team building
6 1.1 Explain that Ss are going to listen to people in a
company organising an event like the type they read about in Ex 2.
The Teacher’s Book features a host of support materials to help

Go through the questions with the class so Ss know what to listen
5 they go on a search for information
The goal of this lesson is for Ss to give feedback on an event. for, then play the recording for them to listen and answer the
6 to get some exercise in the fresh air
To help them achieve this, they will learn or revise the present, questions. Ss check in pairs. Check answers with the class.
7 to hold an exhilarating race across a river
past and future perfect and phrases with delexical verbs.
8 Why not simply go for a long hike
Answers:
1A Team building
teachers get the most out of the course:

9 the time to have a good old-fashioned chat
1 Everyone just worked with people they already knew, which
Goal | give feedback on an event Warm up
Language focus | present, past and future perfect
reinforced existing barriers; it was a long journey so many
Write the following questions on the board: Teaching tip employees were exhausted when they arrived
Vocabulary | phrases with delexical verbs
Do you ever socialise with your work colleagues/classmates? When teaching new lexis, it’s a good idea to prepare and give 2 The location was lovely/nice.
GSE learning objective
Can make a detailed, formal, evidence-based complaint about
What kinds of activities do you do? Ss further examples in different contexts. This will help them 3 Make sure people are in teams with people from at least five
● Teacher’s notes for every unit with warmers, fillers, alternative

the quality of a product or service Do you prefer to keep your work and friends separate? ‘map’ the new vocabulary in their memory and exemplify different departments, make it a longer event (two days)
Why/Why not? different uses.
1B Online/Offline
Put Ss in pairs or small groups to discuss the questions. When they Optional extra activity
Goal | describe your reaction to a situation
have finished, elicit Ss’ ideas and have a brief class discussion. b Ask the class: What does ‘get’ mean? and elicit as many examples
Language focus | subject raising Write the following additional questions on the board for Ss to
Vocabulary | idioms for expressing and controlling emotions as you can (e.g. obtain, buy, receive, become, etc.). Explain that the discuss:
suggestions, advice on dealing with tricky language items,

GSE learning objective meaning of get depends on what word it’s used with and that it’s a
Can narrate a story in detail, giving relevant information about
Reading ‘delexical verb’. If this is a new concept to Ss, then go over the
1 At events like this, should the organisers force people to work
with people they don’t know (and perhaps don’t like)? Or is it OK
feelings and reactions 1 Focus attention on the photos and briefly elicit what Ss can information in the Vocabulary checkpoint below. Look at the first
if everyone works with people they already know and like?
see. Put Ss in pairs to discuss the questions. Monitor and help with answer with the class and elicit which part helps Ss understand
1C Kidfluencers 2 What do you think of the idea of combining a team-building
the meaning most (effort). Ss do the same for the other phrases,
culture notes, etc.

Goal | justify a point of view vocabulary where necessary, writing any new words and phrases event with other things, like training and meetings?
on the board. When they have finished, elicit answers from a few then compare in pairs. Check answers with the class.
Language focus | infinitive phrases 3 What’s the ideal length of an event like this? Where should it
Vocabulary | connotation 1 pairs and have a brief class discussion.
Answers: take place?
GSE learning objective 2 With weaker classes, you may want to pre-teach boundless,
Can justify a point of view using linguistically complex language In each phrase, the noun helps you understand the meaning.
give sb a nudge, quirky and raft. Go through the statements with
Audioscript 1.1
● Teaching tips on useful areas such as dealing with mixed

1D English in action the class so they know what information to read for. Ss read
Goal | join a conversation already in progress the article and identify the activities related to each statement Vocabulary checkpoint E: Right, so the next item on the agenda is this year’s team-building
individually, then check in pairs. Check answers with the class. Delexical verbs are verbs which, while they have a basic away-day. Any thoughts, Sakura? Same as last year’s event?
Vocabulary | socialising
S: Yes, well, in my department, we’ve been talking about this a lot
meaning, don’t usually have a full meaning until they are
recently and we’ve come to the conclusion that it was a bit of a
Can join a conversation already in progress between fluent Answers: combined with other words. For example, get has different
waste of time last year.
abilities, teaching grammar, vocabulary and pronunciation

speakers on complex topics 1 Raft building, Get in line meanings in the following collocations: get a present for E: Really? Why?
2 Tell the truth, Get in line your birthday (= receive), get a present for a friend’s S: Well, the organisers didn’t assign people to teams, so everyone
Roadmap video 3 Raft building birthday (= buy/obtain), get hotter (= become). just worked with people they’d already known for years. Well
Go online for the Roadmap video and worksheet. 4 Scavenger hunt, Out and about sure, everyone had fun, but it kind of reinforced existing barriers
5 Tell the truth, Get in line within the organisation, as they were competing against different
5a With weaker classes, elicit the first answer as an example.
VOCABULARY BANK departments, which defeated the object of the exercise.
● Language focus and vocabulary photocopiable worksheets for

6 Raft building, Marshmallow challenge Otherwise, Ss complete the phrases individually, then check in E: That’s true. OK, so for this year’s event, we have to find a way
1B The internet and social media pairs. Check answers with the class and answer any questions Ss of making sure people will be in teams with people from other
Optional extra activity have about the meaning of the phrases. departments, so they won’t have met most of them before.
1C Phrasal adjectives A: So why don’t we use that as a criterion to measure the success of our
Put Ss in groups and ask each one to try one of the activities in
Answers: 1 have 2 go 3 give 4 get 5 hold 6 make event? For example, we could guarantee that by the end of the day,
the article (some of these might need to be adapted, e.g. design a
every Student’s Book unit, including accompanying teacher’s

MASTER YOUR SKILLS 7 do 8 take every employee will have been in a team with people from at least
raft, but don’t actually construct it). When they have finished, ask five different departments.
1A Master your writing each group to report back on how they did it and whether they E: That’s a great idea, Alvaro. But what about the location? Do we want
thought it was a good idea for a team-building exercise. b Read the example with the class, then put Ss in pairs to discuss.
Goal | write a blog post to go back to the same training centre in the Lake District, like last year?
When they have finished, ask a few pairs to share their ideas with A: Well, it’s a lovely location, but it was a long journey for a lot of people.
Focus | using hyperbole to enhance impact
the class. They were exhausted because they’d been travelling for hours to
notes and answer keys

GSE learning objective 3 Put Ss in pairs to discuss the questions. When they have
get there. The last thing they wanted to do was run around in fields
Can use exaggeration and hyperbole to enhance the impact of finished, elicit a few answers from pairs and have a brief class
a text Suggested answers: looking for snail shells!
discussion. E: That’s true, but unfortunately a long journey is something we can’t
After organising the activity, they’ll have a well-earned rest.
1B Master your reading During the activity, everyone will need to give each other avoid, if we want to bring together our employees from all over the
Goal | understand short anecdotes in an article Vocabulary some help.
region, so we might as well choose somewhere nice, like the Lake
District. We certainly don’t want to be stuck in our head office!
● Class audio scripts and answer keys

Focus | recognising cohesive devices in a text Outside activities are a great opportunity to get some fresh air.
Phrases with delexical verbs A: OK. Fair enough. But can I make a suggestion? What about making it
After the exercise, we held a feedback session to share what a two-day event? Then everybody will be much fresher and more
Can understand complex arguments in newspaper articles 4a Read the example with the class and ask Ss to write the
we learnt. alert for the actual events.
specific phrases which replace the words in bold in each case.
1C Master your listening Making a success of the activity depends on everybody E: Good idea. I’m just thinking aloud now, but I suppose if we make it
Ss work individually then check in pairs. Check answers with the a two-day event, we’ll be able to combine the fun and games with
Goal | understand a persuasive speech taking part.
class and be prepared to provide further explanations or examples something a bit heavier, like health-and-safety training.
Focus | recognising persuasive language James took the lead during the first group exercise.
where necessary. S: Hmm, I know what you mean, but I think if we try to do everything at
GSE learning objective once, it’ll be exhausting … and we won’t achieve any of our goals.
Can recognise the use of persuasive language in a linguistically Further practice We’ll just make our people angry for keeping them away from their
complex presentation or lecture families for too long. That’s what happened at my previous
Photocopiable activities: 1A Vocabulary, p169
organisation: we spent a week hiking in the mountains, and by
App: 1A Vocabulary practice 1 and 2
the third day we had had enough of each other and just wanted to
go home!
TEACHER’S DIGITAL RESOURCES

24 25
M01_Roadmap_TB_C1_28709.indd 1-2 28/10/2020 18:47
Additional resources can be accessed on the Pearson English

6C Language focus 1 Compa
Portal using the access code in the Teacher’s Book: 4C Vocabulary The senses ratives
● Presentation tool (see below) Student A

1
f
2
v
3
1 Complete the sentence
s with the words and
phrases in the box.
l i b
better beyond comparison
● Class audio
4 bit hold a candle
e v l rather same league than more not a patch on
to nothing quickly
e i u
1 Being cooked for is way

5 6 7
m t d r s
u i r a than eating out.
● Video and video worksheets (see below)

f n
8
s y v 2 I’d
holiday in the country
9 10 than in a big city.
f g i h o
11 12 3 One of the
l n r r u intriguing aspects of learning
different types of humour. a language is discoverin
● Mediation lesson worksheets

13
e d i e r g
14 15
d i l s s y 4 I’m just that little
16
few years ago. more aware of my carbon
v s l o u footprint compared to
a
● Pronunciation worksheets
17
f i t n c
l b i a c
5 A cup of tea is
compared to a good, strong
u r n n u
18
a
coffee to start the day.
6 I like to listen to music
19
h f a
20
c t - l r louder
the average person.
● Audio and video scripts

a f n t e o 7 Some of my family members
are brilliant cooks. As for
me, I’m not even in the
21 22
z y t n m
as them.
y t a
8 I prefer phone calls
● Word lists
messaging.
Student B
1 2
3 9 Today’s hit music is

4
the classics.
m e l l o w
10 It’s better to forgive
● Student’s Book answer key

people more
than you might want to.
5 6 7
m u t e d c r i s p 11 When it comes to staying
up late, I can’t
people I know. to most other
● Assessment package with a range of tests including unit tests

8
s i l k y
9 10 12 Mastering the English
r i c h language will be a feeling that is
truly
.
11 12
o d o u r
2 Work in pairs. How far
do you agree with the
13
(language focus, vocabulary and functional language),

t e x t u r e d
sentences in Exercise
14
m u
15
s t y 1?
3 Write four of your own
sentences using some
16
Exercise 1. Work in groups of the comparative forms

17
f a i n t and compare your answers from
achievement and mid and end of course tests (language focus,

.
18
19 20
c r y s t a l - c l e a r
vocabulary, functional language and skills), with accompanying 21

f u z z y
22
p u n g e n t
audio
218
PHOTOCOPIABLE © Pearson
202 PHOTOCOPIABLE © Pearson Education Limited 2021 Education Limited 2021
● Workbook audio
Z02_Roadmap_TB_C1_28709.indd
52
Z02_Roadmap_TB_C1_28709.indd 36 22/10/2020 06:14
22/10/2020 06:15
VIDEO
● Ten videos – one for each unit – consolidate key language and
illustrate some of the quirkier aspects of real life.
● Each video features a roving reporter who goes out on location
to visit interesting places, meet interesting people and/or try
new experiences.
● Video clips are 5–6 minutes in length and are designed to
entertain learners and provide a bit of light relief.
● Video worksheets to exploit the language in the videos and
give additional skills practice.
PRESENTATION TOOL
The Pearson English Portal also gives access to the Presentation
Tool, an interactive version of both the Student’s Book and
Workbook:
● Fully interactive versions of the Student’s Book and Workbook
● Can be used online or offline
● Planning mode (includes teacher’s notes) and teaching mode
● Easy navigation via book page and lesson flow
● Answers to exercises at the touch of a button
● Integrated audio
● Integrated video, with time-coded video scripts
● A host of useful classroom tools
11
www.frenglish.ru
STUDENT’S BOOK
The Student’s Book has ten units featuring three double-page main
lessons containing approximately 90 minutes of teaching material.
ROADMAP C1-C2 STUD

Each lesson features language focus, vocabulary and pronunciation
activities which lead up to a final speaking task. Each lesson links to
Everlesson
a Master your skills y claand
ss isother material at the back of the book
different,
including a Language
every bank, Vocabulary bank and Communication bank.
learner is unique.
ENT’S BOOK and Intera

1 Clearly defined Global Scale of English objectives at the start of
Roadmap is a new eight-
that every class is different
level general English
course for adults which
recognises
and every learner is uniqu
each lesson learning objectives, the
training they need to progr
course is designed to
e. Built on Global Scale
give learners the specifi
of English
c language
ess. Engaging, relevant
conte nt and extensive suppo
2 Different topics for each lesson to maintain interest and motivation
materials make lesson rt
s enjoyable for both learne
rs and teachers.
Roadmap enables learn
ctive eBook
3 Striking images to provoke
• make measurable interest in the topic and provide a
ers to:
progress with a syllab
us built on GSE learning
vehicle for teachingspeak
• build confidence in
vocabulary
ing with relevant, comm
objectives.
unicative tasks.
• develop strategies
for improving reading,
4 Key vocabulary presented
• practise gramm inofcontext
ar and vocabulary out and practised through
writing and listening skills.
class with the mobile
app.
personalised activities
Road map enab les teachers to:
• deliver successful lesson
5 Short reading
and fun toand/or listening texts featuring real-life information
are easy to prepare s which
teach.
• adapt the material
to presentspeci
grammar
fic needs. and/or vocabulary
easily to meet learners’
• maintain learne
6 Clearly highlighted language rules,
rs’ interest with an exten
range of additional suppo
rt materials.
sive with target language practised
through form-based and communicative activities
RSE COMPONENTSCOU
7 Pronunciation
• Student’s
highlighted and practised in each lesson
Book and Interactive eBook
8 Additional practice provided

with digital resources
• Student’s Book and
and mobile app
on the mobile app and in the
Interactive eBook
Language bank at the back rces of the book
10 20 30 40
with online practice, digita 50 60 70 80
90
l resou C1-2
and mobile app B2+
9 Carefully staged speaking audio tasks with ‘models’ and time to prepare
• Workbook with key B2
Bygrave • Day • Warw
and online B1+

• Teacher’s Book with
Presentation tool,
build learners’ confiasses
dence
B1
digital resources and A2+
§
sment package
• Interactive eBook with A2
mobil e app
10 Relevant, meaningful
ctive eBook with onlinetasks to engage learners and prepare them
C1-C2
A1
• Intera CEFR
practice <A1 A1 A2 A2+
B1 B1+
and mobile app B2 B2+ C1
for real life

Learn more about the C2
Global Scale of English
STUDENT’S BOOK
at english.com/gse
ick • Williams
and
B
11 English in action pages at the end of every unit that focus on with digital resources
and mobile app
functional language Find out more at english.c
om/ro
Jonathan Bygrave, Jerem
y Day, Lindsay Warwick
and Damian Williams
admap
12 Check and reflect pages at the end of every even unit to

consolidate key grammar and vocabulary
ROADMAP_C1_SBK_CVR.i
ndd 1
06/10/2020 14:29
2
4A 7 Rewrite the parts of these sentences in bold, using
4A | High emotion
High emotion will or would.
1 Whenever he sees a spider, he tends to scream and
run out of the room.
2 Ah, you teach at the local school, do you? In that case,
I’m sure you know my son, Frank.
3 She suffers from a terrible fear of public speaking but
Goal: talk about personal experiences B C she refuses to tell her boss – she’s too embarrassed.
1 Language focus: non-future uses of will 6 a Look at extracts 1–7 from the conversation. Why are
will and would used in each case?
4 When I was a child, I used to dance all the time. But
now I usually just watch other people dancing.
Vocabulary: anxiety and excitement 1 They’ll probably all be having the same conversation as 5 I’m sure you’ve heard of claustrophobia and other
us right now, … well-known phobias.
5 Reading 2 When I’m alone in the car, I’ll happily sing along to the
radio.
6 What’s wrong with my phone? It’s buzzing all the
time and it doesn’t want to stop.
1 Work in pairs. Look at the photos and discuss the 3 You’ll probably have wondered why I always wear 7 You should call them to say you’ll be late. They’re
questions. T-shirts and pullovers. probably getting worried about you.
1 What might cause fear in each situation? 4 When I was a child, my parents would freak out every 8 We got lost on the way but Greg refused to stop and
2 What makes you scared or anxious? Why? ask for directions.
3
time I touched a button.
2
3 Do you ever enjoy being scared? Why/Why not?
Read the article quickly and answer the questions.
5 I won’t wear any clothes with buttons – I won’t even
touch them.
7 8a 4.2 Listen to two sentences. In which sentence is
will/won't stressed? Why?
A
1 What’s the difference between a fear and a phobia? 6 You’ll remember, I’m sure, that he always wore b Practise saying sentences with stressed and
4
pullovers, just like me. unstressed will/won't.
2 Why are some people scared of certain foods?
3 Why do many people hate giving presentations?
Vocabulary 7 Near the beginning of his career, he wouldn’t even
9 Work in pairs and discuss the questions using will or
4 How can you alter your emotions?
3 Read the article again. Match the words and phrases touch the multi-button computer mouse …
would.
in bold with definitions 1–10.
5 Why do some people like being scared? b Read the language focus box and check your ideas. 1 What things do you refuse to do? Why?
1 so bad that it prevents you from doing what you
6 Which phrase can help you harness the power of 2 Is there anything that you refused to eat as a child but
your fears?
want/need to do Non-future uses of will you eat now?
2 exciting experiences
Predictions 3 Do you know anybody with an annoying habit?
How to conquer your anxiety 3 a sudden large quantity of something (e.g. hormones)
4 a sudden and intense feeling of uncontrollable fear
We can use will/won’t to make predictions about 4 Did you have any unusual habits as a child/teenager?
8
the present as well as the future. Use the future
1 On the whole, fear is a good thing. If we weren’t afraid of fires, and discomfort Go to page 152 or your app for more information and practice.
continuous to make predictions about events in
heights and venomous snakes, we would never survive. But sometimes 5 to twist and turn unpleasantly
our fears do more harm than good, holding us back from doing what progress now, and the future perfect to make
we want to do. They can also become self-reinforcing: if the sight of a 6 feeling excited because of inferences about the past. Speaking
spider once gave you a terrifying panic attack, you’ll now be scared 7 extremely unpleasant with long-term effects You’ll be wondering why I’m wearing this hat, I bet.
not just of spiders but also of more panic attacks. In other words,
you’ve become afraid of fear itself, and your simple fear has become a
8 something scary in the future (= You’re probably wondering.)
Don’t phone Kim now. He’ll be in a lecture at the
9 PREPARE
complex phobia. 9 extreme excitement

moment. (= He’s probably there.) 10 4.3 Listen to part of a radio interview with a
10 makes you feel very anxious
2 We can categorise fears and phobias into two types. The first type is You won’t have heard this joke before. person who suffers from asymmetriphobia. Answer
the fear of death or injury. To give a simple example, arachibutyrophobia 4 Work in pairs and discuss the questions. Use the (= I predict that you haven’t heard it.) the questions.
is the fear of peanut butter, which may come from a traumatic words and phrases in Exercise 3. Then compare your 1 What is Artur afraid of?
experience of having a sticky substance blocking your throat and being
ideas with the explanations on page 180. Habits
unable to breathe. If you experienced this as a child, it’ll be no surprise 2 What probably caused the phobia?
if the thought of peanut butter brings you out in a cold sweat. 1 What bad experiences might lead to chorophobia (the We can use will/won’t to talk about present habits (i.e.
repeated actions) and would for past habits. 3 What causes Artur to have panic attacks?
3 The second type of fear and phobia involves social embarrassment – fear of dancing)?
My son will sit for hours playing with his toy cars. 4 How sympathetic are Artur’s colleagues?
basically, looking foolish in front of others. Again, these may originate 2 What’s the connection between sports and emotional
(= He often does this.)
10
from traumatic childhood experiences, when social pressure can be reappraisal? What other everyday activities might
at its strongest. For many people, speaking to a large audience can When I was younger, I’d often watch scary movies SPEAK
involve emotional reappraisal?
be a daunting prospect. Even the sight of a microphone can cause with my parents. (= I used to watch them.)
your stomach to churn, your knees to go weak and your heart rate Go to page 169 or your app for more vocabulary and practice.
11 You are going to tell a story about a phobia. Turn to
to soar – which can be debilitating if your job requires you to give Refusals page 181.
presentations.
6
We can use won’t and wouldn’t to talk about a refusal to do 12
4 Luckily, there’s a simple trick to overcoming fears: convince yourself Language focus something in the present or past.
Work in groups. Tell your stories, using language
from this lesson. Guess whether each story is real or
that you’re excited. According to the scientific consensus, our emotions 5a 4.1 Listen to a conversation between Rickie Daniela’s angry with me but she won’t tell me why.
consist of two elements: the physical symptoms we feel and our made up.
and Ula. (= She refuses.)
conscious analysis of what those symptoms mean. This suggests
1 Who has a hidden talent? I asked him to help but he wouldn’t even listen to me.
that it’s possible to change the emotions simply by changing your
interpretation, a process called ‘emotional reappraisal’. (= He refused to listen.)
2 Who often uses emotional reappraisal?
We often use will/would to pretend that the weather/an
5 Emotional reappraisal explains why so many people enjoy bungee- 3 Who developed a phobia from other people’s reactions? object refuses to do something.
jumping or scary films: they’ve trained themselves to interpret the
4 Who often wears the same item of clothing? Why won’t it stop raining?
physical symptoms of fear as signs of excitement. And it shows why
some people report getting a buzz out of performing in public: the 5 Who shares a fear with a famous person? (= Why does the rain refuse to stop?) Master your
rush of adrenaline and cortisol can create a feeling of exhilaration. 6 Who changes their mind during the conversation? Sorry I’m late – my car wouldn’t start. reading
6 So if your fears are holding you back, try to transform your anxieties (= It decided it didn’t want to start.)
b Work in pairs. What do you think of the ‘I’m excited’ page 112
into thrills. Just repeat these three simple words: ‘I am excited.’
technique? Would it work for everybody?
32 33
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12
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11
2D English in action 6 a Choose a phrase from each section in the Useful
phrases 1 box and think of what someone might say
before it.
A: It was all a bit mysterious.
B: So what was going on?
b Work in pairs. Show your dialogues to your partner.
Goal: manage a fast-paced conversation Your partner will add the next line. Practise the
conversations.
Vocabulary: conversation
Listening 2
7a
Vocabulary 2.12 Listen to the end of the three conversations
in Exercise 4. What does each person say to show
1 Work in pairs. Think about speaking in English and they want to end the conversation?
discuss the questions.
b Listen again and complete the phrases in the Useful
1 Do you prefer speaking to one person or in a group?
phrases 2 box with one, two or three words.
2 How easy do you find speaking in a group of English
speakers? Useful phrases 2
3 What do you do when you don’t understand something Ending a conversation
in a conversation? I’ll 1 back to work.
4 What do you do to keep a conversation going? Anyway, 2 late.
2 a Match comments 1–8 with replies a–h. Listening 1 I’d 3 off.

Oh, hey, sorry Ella, but I’ve 4 seen
1 Can I just butt in here? I think those figures need 4 2.11 Listen to three conversations. Where do
someone…
checking. you think the people are in each one?
It 5 meet you.
2 I need to have a heart-to-heart with Chris about his 5 a Listen again. Which of these techniques do the I might have to 6 , too.
problems at home. speakers use to keep the conversation going?
3 I can’t believe he said that to me! a using interesting comparisons c How do the speakers use their intonation to show
4 Speaking of Sally, she said a really funny thing to me b active listening (phrases to show you’re listening) that they want to finish a conversation?
the other … c getting back to what you were saying 8 Work in groups and discuss the questions.
5 So did you have a chit chat with Chiara at the party? d pressing for more details 1 Have you ever been in a conversation which you found
6 Let me reiterate. This needs to be sorted by Friday e keeping your turn difficult to leave? Why?
before the orders go out.
b Complete the Useful phrases 1 box with four of the 2 How do you usually finish a conversation?
7 Great party, isn’t it? So what did you think of Marcus’s
techniques in Exercise 5a.
presentation?
3 a Choose the correct alternatives to complete the
Speaking
8 What was Angela going on about with you? Useful phrases 1
sentences.
1 PREPARE
a Sorry to interrupt you, I’m sure what Sally said was 1 I hate it when people reiterate/butt in when I’m in the
funny, but you’re going off on a tangent again. Can How rude!
middle of saying something.
Right.
9 You're going to practise maintaining a conversation.
you save it for later? We really need to discuss the
2 I’m terrible at telling anecdotes. I’m forever going off on First, pick one of the topics and make notes on what
project now. The cheek of it!
a tangent/bantering and then forgetting where I was to say. Try to think of as many ideas as possible.
b Agreed. We’ll thrash it out this afternoon and get No way!
in the story! • gossip about someone you know
something to you by tomorrow lunchtime, OK? 2
3 My mates always make fun of each other. It’s not • a recent unusual experience
c Let's not talk shop. We’re supposed to be having fun! Do tell!
serious though, it’s just banter/reiteration. • an issue at work
How so?
d I tried, but I get so nervous around her, I just seem to 4 I don’t always agree with my team. When this happens • ideas for what to do at the weekend
Go on.
clam up and not say anything. we just have to butt in/thrash it out until we come up • something silly you’ve posted online
So what was going on?
e Ha, it’s just banter, don’t take it personally. with a compromise.
3 SPEAK
f Yes, but you need to broach the subject carefully. 5 It's difficult to talk shop about/broach the subject Let me finish.
g Hmm yes, maybe you’re right. Let me confer with of politics with my dad, as we have such opposing Hang on, there’s more. 10 a Work in groups of three. Student A: Turn to page 176.
Jackie in finance and double-check them. opinions about what’s right.
4 Student B: Turn to page 179. Student C: Turn to page
h Oh nothing really, she was just gossiping about the 6 I always go on about something with/confer with my So as I was saying … 177.
people in her team. colleagues before making an important decision at work. Getting back to … b Tell your group about the topic you made notes
b Work in pairs. Who do you think the people in the 7 I hate public speaking. I just seem to clam up/go on
on. Use the Useful phrases 1 box to keep the
conversations in Exercise 2 are? Where do you think about something and not know what to say. c Add these phrases to the Useful phrases 1 box. conversation going as long as possible. When you
they are? 8 I had a really bad history teacher at school. He just used Can you think of any more phrases to add to each have finished, end the conversation in a polite way.
to have a heart-to-heart about /go on about his life section?
and didn’t notice that nobody was listening. a Wait, hear me out.
b Choose four of the sentences in Exercise 3a and b Really? Go online for the
change them so that they are true for you. c What I was trying to say was … Roadmap video.
c Work in pairs. Share your sentences and give more d What happened then?
information.
20 21
12
Check and reflect: Units 1 and 2 9 Match the sentence halves.
1 It’s highly likely
12 Match the sentence halves.
1 It was Craig
2 We’re unlikely 2 All I’m saying is
1 a Complete the sentences with the correct form of the 5 a Do the words in bold have a positive (+) or negative 3 I’m sure that 3 It’s people talking about each other that
verbs in the box. (–) connotation?
4 He’s likely 4 What we need is
do get give go make take 1 Should restaurants serve only modest portions?
5 It’s highly unlikely that 5 What we do
2 Do you ever buy tacky souvenirs?
6 It’s the people in Sales
1 After criticism of the company in the press, the CEO 3 Have you ever posted a lukewarm review? a she won’t have seen your message yet.
was forced to a statement. b that there will be job losses after the company merger. a I really hate.
4 What’s your favourite nutritious snack?
2 I’m exhausted. I think I’ll for a quick lie-down. c to have submitted the application already. b who ate your biscuits, not me.
5 Why do some people receive a meagre salary for
3 If you complain about poor service in a restaurant, it important work? d to see many changes in the short term. c who have the highest expenses.
might the owner some good. e they know about our plans yet. d that we need to invest more in education.
6 Is it good for kids to have doting parents?
4 Do you prefer to the lead during meetings and e more affordable housing.
7 Is it OK for kids to have sugary drinks and food 10 Put the words in bold in the correct order to complete
group discussions? f is to look at how we can save more time.
sometimes? the sentences. There is one word missing in each
5 Can you come back in an hour or so and me a phrase.
8 Can you trust gushing recommendations? 13 Complete each useful phrase with one word.
break?
b Work in pairs. Discuss three of the questions in 1 Do you think they’re likely to with / board / get the 1 Putting a speaker ‘on hold’: So I’d love to your
6 I hate it when everybody’s sitting in silence. What’s a idea? Or simply reject it outright?
Exercise 5a. brains in a moment. But first, …
good way to people talking?
2 We can definitely along / go the idea of flexible 2 Starting a conversation: What you to this
b Work in pairs. Discuss questions 3, 4 and 6. Ask 6 Complete the sentences with one word.
working hours. conference?
follow-up questions. 1 We were disappointed to finish last, to put it .
3 Most teachers open / are trying out new 3 Hovering before joining a conversation: Don’t
2 I forgot to lock my bike. to say, it got stolen.
2 Find the four sentences with a mistake and correct methodologies. me – I’m just listening.
them. 3 I feel sorry for you but, to be it’s your own fault. 4 Sarah’s ideas were met with response / lukewarm 4 Relating your experience to other people's: A
1 Everyone will be cold by the end of the treasure hunt. 4 We tried our best but, to cut a long story , it during the presentation. thing happened to me.
They’ll have walked around for hours. didn’t work out for us. 5 The new plans are somewhat odds / at the 5 Eliciting more information: So what was on?
2 I was covered in grass because I’ve been cutting the 5 She ate all my sandwiches and then, to add insult to government’s overall policy. 6 Getting back to what you were saying: So, I was
lawn. , complained about them. 6 It’s not popular, and we’re likely to resistance / saying, …
3 We’ve been having a few problems with our TV lately. 6 I know they’re your friends but, not to put too fine a against / come / some. 7 Leaving a conversation: Anyway, it’s getting late. I’d
on it, they’re a bad influence on you.
4 I’ll phone you when we’ll have finished our meal. 11 a Choose the option, a–c, which does not complete the be off.
5 We tried to sail in the boats that we’d made the 7 Choose the correct alternatives. sentences. 8 Leaving a conversation: I might have to make a .
previous day. 1 Recent changes in the composition of the workforce 1 The area where I live is very at night.
6 They’re my favourite band. I’ve been seeing them in look set/promising to continue. a lively Reflect
concert five times. 2 There has definitely been a reverse the/downward b harsh How confident do you feel about the statements
trend in the number of people having large families.
3 Put the words in the correct order to make sentences. c rowdy below? Write 1–5 (1 = not very confident, 5 = very
3 The melting of the Arctic ice could be a significant confident).
1 be / music / louder / seems / The / getting / to 2 I find English prepositions very .
tipping milestone/point for climate change. • I can give feedback on an event.
2 a lot / be / exam / out / we’d / turned / to / harder / a difficult
4 It is hoped the new product range will reverse/rise the • I can describe my reaction to a situation.
than / expected / The b challenging
trend of a declining industry. • I can justify a point of view.
3 see / her to / If / call / Jenny, / tell / happen / me / you / c firm
5 The use of public transport in the city is definitely • I can join a conversation already in progress.
to / please 3 There are lots of places in my country.
at/on the up. • I can give a clear presentation on past, current and future
4 been / seems / earlier / to / a / There / a vintage
6 Many farmers are reverting/marking to more trends.
misunderstanding / have b charming
traditional agricultural practices. • I can speculate about work situations.
5 eating / have / Somebody / desk / at / appears / been / c run-down • I can discuss a proposal.
their lunch / my / to 8 a Complete the sentences with the correct continuous
4 In my job/studies, I face many every day. • I can manage a fast-paced conversation.
form of the verbs in brackets.
4 Match the sentence halves. a problems
1 Electric cars in my country (become)
1 I know you’re angry, but there’s no need For more practice go to your Workbook or app.
more and more popular. b mobs
2 I’m sorry I shouted at you – I just needed c issues
2 In ten years’ time, most people (work)
3 Thinking about your long-term goals can help you from home. 5 I think people who always buy the cheapest versions of
4 You get a lot of verbal abuse in this job so it’s vital 3 This time next year I (learn) English for things are .
5 Even if you’re disappointed about losing, try ten years. a relaxed
6 Instead of yelling at them, it may be better 4 I (not do) much exercise lately. b penny-pinching
a to have a thick skin. 5 The economy of my country seems c economical
b to put things into perspective. (get) better at the moment. b Use the correct options in Exercise 11a to make
c to put a brave face on it. 6 I (living) with my parents at the sentences that are true for you.
moment until I can get a place of my own.
d to lash out at me.
e to bite your tongue. b Change the sentences in Exercise 8a so that they are
f to let off steam. true for you.
22 23
13
www.frenglish.ru
STUDENT’S BOOK
The Student’s Book also features Master your skills lessons at the
back of the book. These lessons are based on GSE learning objectives 1
and are thematically linked to the main lessons. They focus on specific 1C Master your listening
strategies for improving reading, writing and listening and expose Goal: understand a persu
learners to a wide variety of different text types/genres. The Master 4 Focus: recognising persu
asive speech
asive language
your skills lessons can either be done in class following the main 1 Work in pairs. Think
5
of the last time you tried
to persuade someone
to agree with you or
lessons they are linked to, or they can be used for homework. something. How did
2 a In a speech designed
you do it? Were you succe
do
ssful?
to influence people,
important do you think how
these things are? Rate
1 Master your listening lessons provide practice in different types one 1–5 (1 = not impor each
tant, 5 = very important).
• Identify your goal.
of listening such as speeches, debates, group discussions,

• Make your credentials
clear.
• Give lots of facts and
figures.
• Know your audience.
complex podcasts, phone calls and presentations. • Focus on content that
• Choose the language
will persuade your audien
ce.
you use carefully.
2 Master your writing lessons provide practice of specific genres b Work in pairs and
agreement about the
compare your ideas.
Try to reach an
three most important
items.
such as blog posts, application letters, essays, scientific 3 1.8 Listen to an online
give a persuasive speec
lecture about how to
h. Which four strategies 5a Listen to Speaker A and
summaries, reviews and online discussions.
in 1.9
Exercise 2a does the Speaker B both
presenter suggest? giving information about
Why? six different things.
4 a Which of the lingui more persuasive in each Who is
stic techniques in the case?
presenter mention? box did the
3 Master your reading lessons provide practice of specific genres your ideas.
Read the Focus box and
check b 1.10 Listen to the
again. What techniques
more persuasive speak
do they use? Use the
er
Focus
such as articles, correspondence, biographies, stories and
long sentences listing box to help you. Give
points in pairs examples.
repeating sounds asking
questions 6a 1.11 Listen to three
people being persuasive
authentic novels.
three different situat in
b What are the exam ions. What are their
ples in the Focus box goals?
persuade listeners to trying to b Choose the word(
do? s) you think the speak
Then listen again and ers used.
4 Each Master your skills lesson has a clearly defined genre-related Recognising persuasi
1 I’ve project managed
check.
several successful projec
ts; built
ve language successful relationships
goal and a focus which teaches a sub-skill related to the genre.
with existing clients and
Understanding persua effectively/successful
sive techniques can help ly attracted several substa
recognise when someo us to ntial
ne is actively trying to new clients to the firm.
us to agree or do somet persuade
5 Practice exercises are provided to ensure learners can

hing, and to avoid being 2 In terms of effective
manipulated. ness/performance and
do believe that I’m as valuab efficiency, I
1 Using short senten
ces and easy to follow le as the other members
our team. of
recognise and use the sub-skills in focus. Volunteering is reward language
ing. Everyone should do 3 It’s sleek. It’s sporty
2 Using ‘the power of it. . It’s superfast on the road/s
three’ i.e. points listed 4 Inside you/we ’ll find peedy.
three to be memorable in groups of it’s stylish but comfortable.
6 Special Focus boxes highlight reading, listening and writing Volunteering can give
your confidence and
you a sense of purpo
se, boost
5 This car is for a smart
smooth ride around town,
driver who wants a perfec
t/
increase happiness. who wants to show people
sub-skills such as using persuasive language, recognising 3 Repetition of key words
Volunteering connects
and phrases to be memo
you with people. When
rable
that they’re stylish but
sensible; and aware of
not flash; sophisticated
their impact on the planet
and
you .
differences in formality, putting a positive spin on limited
connect with people, 6 Let’s stop/No more
you feel good. acceptance. No more apathy
4 Repetition of conson more inaction. . No
ant sounds (alliteration)
vowel sounds (assonance) and
6
7 We don’t want to live
experience and skills, distinguishing between literal and
to be memorable in a country that damag
Volunteer work is meani children’s futures and es
ngful and motivating. crushes/destroys their
5 Using descriptive langua do we? dreams,
ge e.g. adjectives, metap
allegorical meaning, synthesising information from a number of imagery to help listene
rs see ideas more vividly
Imagine being in a situati
on where you need help
hors,
8 We want to feed them,
watch them grow.
educate/nurture them
and
sources, recognising digression, using emotive language, etc.

no-one comes. and
c What persuasive
6 Using rhetorical questi technique(s) can you
ons with an obvious answe each extract in Exerci identify in
make a point r to se 6b?
7 Follow-up questions round up the lesson and provide Don't we all want to be
7 Using pronouns to conne
happy?
ct with the audience
7 Work in pairs and discus
1 In what situations do
s the questions.
people try to persuade
opportunities for further discussion.
you in
7
We can all spare at least some way?
one hour a month, can’t
we?
2 What techniques do
they usually use?
96 3 Do their techniques
usually work?
2
M11 Roadmap SB C1
228662.indd 96
9A Master your writing

08/10/2020 11:46
4 Underline words in the story that create a sense of

Goal: write a narrative the emotions below. What do each of these words
describe?
Focus: using emotive language
1 hopelessness (paragraphs 1–3)
2 hope (paragraphs 4–5)
1 Work in pairs. Look at the photos and answer
the questions. 3 fear (paragraph 5)
1 What do you think they show? 5 a Complete the table with the words and phrases in
2 To what extent can you relate to this? the box.
2 a Read the title of the story. What story genre do bleak creep quietly (be) ecstatic exuberant
you think it might be? What might happen in it? hostile plod roar furiously scream hysterically
shiver squeal in delight
b Read the story and check your ideas.
c Read the story again and put the structure in
Happiness Sadness
the correct order.
bleak
a describe the climax of the story
b 1 briefly introduce the setting
c describe how the character reacts to Fear Anger
the story ending
d develop the storyline towards a climax
e briefly introduce the main protagonist
and his character b Complete sentences 1–4 with the correct form of
the words and phrases in Exercise 5a. More than one
f introduce the main character’s problem
answer is possible.
1 When we saw what was in front of us, we all
.
2 I’d never seen a more crowd than the
one in front of me.
3 As soon as the first firework went off, we
3 Work in pairs. Read the Focus box and discuss .
Life: a reboot
which emotion(s) sentences a–c evoke through
4 He along the corridor.
word choice.
6 Work in pairs. Rewrite the sentence below four
times. Each sentence should express one of the four
1 Guy pushed open the heavy factory doors, taking care not 4 As Guy stared at the words, he felt a surge of something he Using emotive language emotions in Exercise 5a.
to let them swing back and hit the person behind him. He hadn’t felt for a considerable amount of time. Hope. Perhaps We select particular words in a story in order to create The woman read the message on her phone and then
edged forward and joined the throng of workers shuffling change was possible. He stood there for some time before he an emotional response in readers. These words might said, ‘It’s happened.’
their way along the sidewalk. Snow had fallen during the finally pocketed the flyer, wiped away the worst of the snow describe the following:
day and it crunched under his heavy work boots. He pulled and got into his car. The address wasn’t too far from here, 1 A person’s movements, e.g. walking (stroll), face (wide- Prepare
his collar up around his neck and hung his head low. At a maybe he should check it out. He pulled out into the road, eyed).
good head taller than those around him, he stood out; a turned on his radio and set it to a pop channel. As his car rolled 7 a Work in pairs. You're going to complete the story of
2 A person’s voice, e.g. clarity (mumble), volume (yell), Life: a reboot. Answer the questions and make notes.
feeling he could never seem to shake. down the icy street, he began to tap his finger on the steering pitch (squeal).
wheel and a hum came out of his mouth, shocking him. 1 What does the protagonist see when he regains
2 The sun had already dipped below the horizon, leaving 3 A person’s feelings, e.g. positive (deliriously happy),
only street lights to show him the way. The crowds began 5 As Guy pulled up outside the address on the flyer, he noticed consciousness?
negative (desperate).
to thin around him as he trudged further and further from lights coming through cracks in the darkened windows. 4 A crowd of people, e.g. their attitude (hostile), their 2 How does he escape his capture?
the central district. Eventually, the crowds dissipated and he Someone was there. He stepped out of the car and eagerly movement (pushing and shoving) 3 What happens to his captors?
found himself on his own. He pulled his car keys from his strode towards the door of what looked like an abandoned 5 A description of an object, e.g. its size (massive), its 4 What happens to the other clones?
pocket and pressed the button, the lights on his car flashing warehouse. He knocked on the door loudly. No answer. He attractiveness (sparkling). 5 Where does the protagonist end up?
up ahead. He saw the snow on his windscreen and sighed. pushed the door and felt it give, so he leant on it harder and
6 A description of a place, e.g. size (vast), appearance
‘There must be more to life than this,’ he thought, knowing it flew wide open. He stepped into the building and blinked b Plan your story using your notes. Make a list of
(contemporary), atmosphere (gloomy).
that he’d be here doing the same thing tomorrow and the as his eyes adjusted to the light in the room. When everything possible emotive language that you could use in
day after that. came into focus, his legs gave way and he stumbled back. The words in bold in sentences a–c exemplify how
your story.
His mouth fell open. Along the wall in front of him stood different words can evoke different emotions.
3 Guy opened his door, felt around the glove compartment
and pulled out a scraper. Moving back towards the dozens of men with their eyes closed. Him. They were all him.
‘Ah,’ said a woman in white. ‘Our curious creature has finally
The boy walked across the playground with his bag in
his hand. (=neutral)
Write
windscreen, he noticed a flyer tucked under one of the
returned.’ A man walked behind Guy and closed the door a The boy bounded across the noisy, chaotic 8 a Write your story. Use your plan to help you. Use
wipers. Surprisingly, it was dry. He looked around. There
behind him, locking it. ‘It takes time, but they always take the playground, swinging his bag back and forth. appropriate language to get an emotional response
were no flyers on any other cars. Strange. He picked it up
and looked at it. ‘ Are you tired of life? Sick of feeling like bait,’ he drawled. ‘You’ve had quite the adventure, haven’t you? b The boy trudged across the derelict playground, from your readers.
Don’t worry, we’ll make sure you don’t slip out again.’ In that dragging his bag along the ground beside him.
something is missing? Do you want an experience of a b Exchange your story with a partner. What do you
lifetime? Visit us and find out more.’ moment, a saying popped into his head. ‘Be careful what you c The boy crept as silently as he could across the eerie
enjoy about the story? Which words/phrases in
wish for.’ Then, his mind and his world went black. playground, clinging onto his bag for dear life.
particular create an emotional response from you?
142 143
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3
9C Master your reading
4 a Read the article Making harsh decisions. What is the
Goal: understand arguments in a writer’s overall view on conservation?
newspaper article
MAKING HARSH DECISIONS
Focus: identifying flaws in an Conservation is an issue which may appear clear cut to some
argument but is actually a very challenging, complex issue. On the one
hand, we are fully aware that we need to protect nature from
harm in order for us to be able to survive here on Earth for
generations to come. On the other hand, we have limited
financial resources. It has been estimated that we need
$76.1bn to protect all endangered species – every single
year. This amount is simply not sustainable and requires us to
prioritise.
The first thing we need to do is recognise our true role in
extinction. We all feel responsible when we hear about
animals in danger of becoming extinct, and extinctions have
increased over the last hundred years, possibly hundredfold.
However, animal species die with or without human
interference. It’s predicted that 99.9% of all creatures which
have lived on Earth have died out. Species therefore come
Conservation:
and species go, and it is a natural part of life. We need to
focus our efforts on preventing our impact on biodiversity
from getting worse, and protecting already affected species
whose extinction would jeopardise the planet and our
existence on it.
WHAT IS THE WAY FORWARD? Prioritising means making harsh decisions. Cute animals
which attract donations are unlikely to be at the top of the
We only have one world protect list. It would be distressing to see pandas and gorillas
go, but if they did become extinct, the impact to us would be
minimal to non-existent, whereas the loss of other creatures
There’s only one argument when it comes urbanisation have led to a loss of habitat for many species, would be far more devastating. Insects which cross-pollinate
3 Read the Focus box. Then decide which flaws exist in crops, for example, must be saved to enable food sources to
to the concept of conserving our planet and and the demand for materials such as ivory has been
arguments 1–4 in the article. grow, and squiggly worm-like creatures that live underground
protecting endangered species, and that’s the responsible for an increase in hunting. All of these activities
simple fact that it’s our duty. 1After all, it’s our have caused thousands of species to be lost over the last may be ugly, but they may also hold the key to cures to
fault that species have become extinct. century, and continue to wreak havoc on our world. currently incurable diseases.
Chemical fertilisers have reduced the number of 2Maintaining
Identifying flaws in an argument It is understandable that conservationists want to rescue as
a balanced eco-system is a goal for all
insects responsible for pollination; farming and When reading an author’s point of view, it is important to many species as possible, but they are led by their hearts and
of us. When endangered animal and plant species face
be able to identify any flaws in their argument in order to not their heads. In a context where it simply isn’t possible to
extinction, that balance is seriously affected, and biodiversity
evaluate its effectiveness. Here are some common flaws save them all, making priorities is the only way forward.
is reduced. It is our duty to ourselves and to future
1 Work in pairs. Do you agree or disagree with the
generations to prevent this from happening. While we cannot in logic.
statements? Why? completely eradicate our impact on the world due to our Hasty generalisations b Find these points in the article and decide if there are
need for natural resources to survive, we can work towards An author makes overgeneralisations or assumptions any logical flaws in them.
‘Conservation is a never-ending endeavour.’
using those resources in as sustainable a way as possible, so that cannot be supported by evidence. 1 limited financial resources
that we, and other species, can survive. People only care about themselves. 2 feeling guilty about losing species
‘Taking care of a forest is like looking after your well-being.’
It’s not just the planet that we risk when we live unsustainably. Faulty cause and effect 3 prioritising animals which we need
‘The key to a sustainable future is the balance between We also risk our own health. Without nature, we don’t have An author states a cause which does not guarantee the
4 how conservationists make decisions about
nature and industry.’ access to oxygen, clean water or the food we need to sustain effect they claim.
conservation
us. When habitats are lost and animals are forced to live Without the use of chemicals in farming, insect life
‘Nature can look after itself.’ closer together, diseases spread more quickly across species would flourish. 5 Work in pairs. How effective do you think these
and humans are also endangered. Nature provides us with Either/or solutions might be in protecting nature in the future?
2 a Read the article We only have one world quickly. the medicines we need to combat existing and potential An author suggests there are two options when there are Outline the pros and cons of each.
What is the author’s main point? future diseases. When nature dies, our hope for medicinal actually further possibilities. • Eat insects to reduce the need to cut down forests to
cures die, too. Either conservationists protect all animals, or they create farmland.
b Read the article again. Which of statements 1–5 does
Admittedly, conservation is costly but taking care of protect none. • Introduce laws to ban further urbanisation in
the author state or imply?
our planet is not something we should ever put a price Personal attacks industrialised countries.
1 Animal extinction over the last century is down to on. 3Those people who say that conservation is too An author personally attacks another author rather • Measure the success of a country by things other than
human activity. expensive care only about economics. There’s no point than attack that author’s arguments, or they attack an economic growth.
2 Humans are able to have zero impact on our planet. making lots of money if we have no planet to provide for us. argument that another author hasn’t actually made • Increase punishment for people who kill wildlife
4Making conservation our main priority and protecting all
3 Urbanisation can cause epidemics among species. simply because it’s easy to criticise and makes their illegally.
4 The life expectancy of a human will increase with living things is the only way we can ensure a sustainable argument look stronger. • Work towards the reforestation of industrialised
planet for future generations. If we don’t do that, we may Only someone who has no understanding of animal
greater conservation. countries.
as well just not bother. conservation would suggest such action.
5 Providing funding for only some conservation is • Add a high tax to all products which are made with
pointless. unsustainable products or processes.
122 123
The Student’s Book also has extensive back of book material including a Language bank, a Vocabulary bank and a Communication bank.
7A Travel problems
words in the box.
1 a Complete the sentences with the
grounded impassable jetlag
capsized colliding congested gridlock
puncture seized up shipwrecked stranded
write-off Lesson 3C
b Which words from the box can
describe Exercise 11
when my car’s engine seized
1 I was driving through the desert problems with:
got into the mechanism. Story A
up – some sand or dust must have
three days after my long flight – 1 cars/driving/roads?
2 I’m still suffering from www.stealthtricks.com/ATM/police
so many time zones so 2 planes/flying/skies?
my body just can’t cope with crossing Use this simple trick to stay safe
3 boats/sailing/waterways? when withdrawing cash. It’s a little
quickly. possibly your life. known fact, but one that might save
, so I’ll need to take it off 4 all forms of transport? you money – and
3 My bike’s front wheel has a
s.
and buy a new inner tube. 2 Work in pairs and discuss the question You’re alone, late at night, in a quiet
part of town, and you need cash
in the mornings, 1 have you in, but then you hear footsteps and to get a taxi home. You approach
here can get pretty 1 Which travel problems in Exercise the ATM, put your card
4 The roads round a cruel voice in your ear, ‘Take out
the maximum amount, give it to me,
work at the same time. round,’ your potential attacker says
when everyone’s trying to drive to experienced? calmly in your ear. and don’t look
If you miss it, you’ll be t serious?
5 The last bus leaves in three minutes. 2 Which problems are the most/leas What do you do? Well, not many people
know this, but if you enter 999 into
here all night. police, who will arrive within minutes. the machine, the bank will automati
As long as you can stall the potential cally alert the
6 There was total in the city centre during the morning robber during that time, you’ll be
safe.
Be smart, and don’t get caught out!
rush hour – nobody could move.
on
7 After they were , they survived for three years alone
Story B
a desert island.
with a kangaroo in
8 We had to swerve sharply to avoid WELCOME TO CAT ISLAND
the middle of the road. Nomination Island, in the Indian Ocean,
9 All planes were for three hours because of the severe hundreds of cats. Thought to have
is home to
been left by early
fog and high winds near the airport. explorers, the cats have bred and
when the tree fell on it, but the multiplied, and taken
10 Luckily, no one was the car
in over the island.
car itself was a total – it’ll need to be scrapped.
s is for cars during the
11 The route through the mountain
on horseback.
winter – the only way through is
small boat nearly .
12 The sea was so rough that our
7B Finance and investment

and phrases in the boxes.
1 Complete the texts with the words
repossess Story C
debtor default depreciates
collateral creditor credit rating
Over 75% of adults now get their
(i.e. the guarantee news from social-media websites.
uses the 1debtor’s house as
2
of a secured loan is a mortgage, which on your

Perhaps the best-known example sums of money, it has its risks: if you
3 According to a recent survey carried
it’s a good way of borrowing large
out by the leading national polling
company YourVyu, 78.3% of adults
that the loan will be repaid). Although ), the 4 (usually a bank) has the right to
5 your house. social media as their main source
of both national and international news. say they now use
repaymen t deadlines
obligations in any way (e.g. by missing be downgrad ed, making it much harder to borrow
money in
a drastic step, your
6 may This figure has increased from 43.7%
Even if they decide against such is worth – a three years ago, in a similar survey
end up owing more than your house carried out by the same polling company.
7 (i.e. goes down) in value, and you is highest among those under 30, The figure
future. Another risk is that your house
while those polled over 60 still claim
television as the main source of their to use traditional sources such as
print newspapers and
situation called ‘negative equity’. news.
hedge speculating write off Story D

appreciate assets
9 that might 10 sharply if you’re lucky, but
most money by
8 – buying high-risk
In general, investors can make the case the investor will have to
11 the investment. New smartphone design to feature
holographic
may even become worthless, in which projection
might also collapse in value. They which contain a mix of high- and low-risk investme
nts.
to invest in 12 funds,
For this reason, many investors prefer
A small San Francisco based tech
company have
announced plans for a new smart
phone with the
commodities derivatives stocks and shares capacity for holographic projection
bonds , which they’re calling
Trufon 1. This amazing new technolog
money to a government or a large y will enable
investment are
13 (i.e. certificates to prove you’ve lent owners to watch movies in true 3D,
Two of the most popular forms of often buy and sell (e.g. oil, on the go.
15
parts of companies). Investors also
(i.e. certificates to prove you own 16 – It comes with a whole host of other
company) and lot of modern investment involves features, including
14
which is set by the market, not individual companies. However, a a year’s free subscription to their own
media-streaming
gold), the price of or sell somethin g at a certain price in future. service, allowing you to wow your
(for example) the right to buy friends and put on a
complex financial tools involving real show – all from your own mobile
phone.
172
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SUPPORT COMPONENTS
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ROADMAP C1-C
The Roadmap Workbook contains a wide variety of language
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Every class is
all the areas covered differen
in the Student’s Book.
t, It also features
2 WORKBO
e very leareading
additional listening, rner isand writing practice.
un
Roadmap
ique.
● Extensive practice
is a new eigh
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OK
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learning obje every learner which recognis
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ctives, the cou is unique. Bui es
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need to progre learners the
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Additional listening, reading
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ar, and
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uage practice
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the•book
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key.
Roadmap
• audWorkbook
io scripts. audio is available online for students and
teachers in the Pearson English Portal.
MOBILE APP
Extra CO
language
URSE COMP focus, vocabulary and pronunciation exercises,
ONENTS
available
• Studenon the
t’s Boo mobile
k and Inte app (the Pearson Practice English app),
ractive eBook
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urces and mob
k and Interact
ilepoints
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ctice,
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10 20
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kage to students A2+
A2
§
h mobile app
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Progressive levels of challenge
A1
eBook with onli
● and mobile app ne practice
C1-C2
CEFR
<A1 A1 A2
A2+ B1 B1+
Learn more B2 B2+ C1
about the Glob C2
al Scale of Engl
ish at english.
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WORKBOOK
Warwick
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C1-C2
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Damian Wil
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ntine Annab
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practice of the pronunciation points from the core lessons

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Language focus
Unit 1
Answers:
1A Team building
1
OVERVIEW Introduction
The goal of this lesson is for Ss to give feedback on an event. for, then play the recording for them to listen and answer the
To help them achieve this, they will learn or revise the present, questions. Ss check in pairs. Check answers with the class.
Answers:
1A Team building 9 the time to have a good old-fashioned chat
Write the following questions on the board: Teaching tip employees were exhausted when they arrived
Do you ever socialise with your work colleagues/classmates? When teaching new lexis, it’s a good idea to prepare and give 2 The location was lovely/nice.
What kinds of activities do you do? Ss further examples in different contexts. This will help them 3 Make sure people are in teams with people from at least five
the quality of a product or service Do you prefer to keep your work and friends separate? ‘map’ the new vocabulary in their memory and exemplify different departments, make it a longer event (two days)
Why/Why not? different uses.
1B Online/Offline
Put Ss in pairs or small groups to discuss the questions. When they Optional extra activity
have finished, elicit Ss’ ideas and have a brief class discussion. b Ask the class: What does ‘get’ mean? and elicit as many examples
Language focus | subject raising Write the following additional questions on the board for Ss to
Vocabulary | idioms for expressing and controlling emotions as you can (e.g. obtain, buy, receive, become, etc.). Explain that the discuss:
GSE learning objective meaning of get depends on what word it’s used with and that it’s a
Reading ‘delexical verb’. If this is a new concept to Ss, then go over the
feelings and reactions 1 Focus attention on the photos and briefly elicit what Ss can information in the Vocabulary checkpoint below. Look at the first
see. Put Ss in pairs to discuss the questions. Monitor and help with answer with the class and elicit which part helps Ss understand
1C Kidfluencers 2 What do you think of the idea of combining a team-building
vocabulary where necessary, writing any new words and phrases the meaning most (effort). Ss do the same for the other phrases,
Goal | justify a point of view event with other things, like training and meetings?
on the board. When they have finished, elicit answers from a few then compare in pairs. Check answers with the class.
Language focus | infinitive phrases 3 What’s the ideal length of an event like this? Where should it
Can justify a point of view using linguistically complex language In each phrase, the noun helps you understand the meaning.
give sb a nudge, quirky and raft. Go through the statements with
Audioscript 1.1
Goal | join a conversation already in progress the article and identify the activities related to each statement Vocabulary checkpoint E: Right, so the next item on the agenda is this year’s team-building
individually, then check in pairs. Check answers with the class. Delexical verbs are verbs which, while they have a basic away-day. Any thoughts, Sakura? Same as last year’s event?
Vocabulary | socialising
Can join a conversation already in progress between fluent Answers: combined with other words. For example, get has different
speakers on complex topics 1 Raft building, Get in line meanings in the following collocations: get a present for E: Really? Why?
2 Tell the truth, Get in line your birthday (= receive), get a present for a friend’s S: Well, the organisers didn’t assign people to teams, so everyone
Roadmap video 3 Raft building birthday (= buy/obtain), get hotter (= become). just worked with people they’d already known for years. Well
Go online for the Roadmap video and worksheet. 4 Scavenger hunt, Out and about sure, everyone had fun, but it kind of reinforced existing barriers
5 Tell the truth, Get in line within the organisation, as they were competing against different
VOCABULARY BANK 6 Raft building, Marshmallow challenge departments, which defeated the object of the exercise.
Otherwise, Ss complete the phrases individually, then check in E: That’s true. OK, so for this year’s event, we have to find a way
1B The internet and social media pairs. Check answers with the class and answer any questions Ss of making sure people will be in teams with people from other
Optional extra activity have about the meaning of the phrases. departments, so they won’t have met most of them before.
1C Phrasal adjectives A: So why don’t we use that as a criterion to measure the success of our
MASTER YOUR SKILLS 7 do 8 take every employee will have been in a team with people from at least
raft, but don’t actually construct it). When they have finished, ask five different departments.
1A Master your writing each group to report back on how they did it and whether they E: That’s a great idea, Alvaro. But what about the location? Do we want
thought it was a good idea for a team-building exercise. b Read the example with the class, then put Ss in pairs to discuss.
Goal | write a blog post to go back to the same training centre in the Lake District, like last year?
a text Suggested answers: looking for snail shells!
discussion. E: That’s true, but unfortunately a long journey is something we can’t
After organising the activity, they’ll have a well-earned rest.
1B Master your reading During the activity, everyone will need to give each other avoid, if we want to bring together our employees from all over the
Goal | understand short anecdotes in an article Vocabulary some help.
Focus | recognising cohesive devices in a text Outside activities are a great opportunity to get some fresh air.
Phrases with delexical verbs A: OK. Fair enough. But can I make a suggestion? What about making it
1C Master your listening Making a success of the activity depends on everybody E: Good idea. I’m just thinking aloud now, but I suppose if we make it
Ss work individually then check in pairs. Check answers with the a two-day event, we’ll be able to combine the fun and games with
Goal | understand a persuasive speech taking part.
class and be prepared to provide further explanations or examples something a bit heavier, like health-and-safety training.
Focus | recognising persuasive language James took the lead during the first group exercise.
where necessary. S: Hmm, I know what you mean, but I think if we try to do everything at
GSE learning objective once, it’ll be exhausting … and we won’t achieve any of our goals.
Can recognise the use of persuasive language in a linguistically Further practice We’ll just make our people angry for keeping them away from their
complex presentation or lecture families for too long. That’s what happened at my previous
go home!
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3C Language focus
2 Ways of modif
ectives ying adjectives
Ways of modifying adj
3C Language focus 1
ct alternatives.
barely
ns and choose the corre bitterly
1 Read the conversatio credible deeply
cold
According to this travel
article, there’s worrying
A: Hey, listen to this. gh
you can take a slide throu
a hotel in Las Vegas where
an aquarium of sharks!
1quite/bitterly sure that’s a good
idea?
B: Are you
/very amazing, doesn’t
it? perfectly
A: Yeah, it sounds pretty
2
letely/barely honest, I
think it sounds
straightforward pretty
B: Umm, to be comp rather
3
4absolutely/nearly terrify ing.

in awful
A: I guess we have entire
5 ly/virtually different tastes misleading
what we think is fun, then!
tially emotional at the

play I saw last night. really
A: I got somewhat/essen
6
alarming fairly
B: Really? What was
it about? seriously
ship. It was 7totally/deeply unique, honest
A: The power of friend
in sign language. disappointed
because it was performed
8completely/fairly difficult
B: That must have been
to understand. sly/totally
The actors were seriou
9
A: Actually, it was fine. in a film. completely
subtitles on a screen, like
talented and they had
erising. ridiculous totally
B: Wow. Sounds mesm 10quite/very brilliant. utterly
A: Yeah, the whole thing was useless
terrified
at is down again!
it, but the wifi in the fl
A: You won’t believe
ly sick of this.
I’m 11absolutely/perfect would stop essentially
/absolutely hopeful it
B: Really? I was pretty quite
12
happening after the engin

eer came.
ment. I’m
useless really
A: It seems to happe
n every time I have an assign hopeful
13barely/nearly capable of meeti
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do is ring the helpline.
to
B: Look, what we need sible to
it’s 14virtually/very impos
A: Not again! You know
of day.
get through at this time
B: It’s worth a try thoug
h, isn’t it?
to try, though.
rather
A: I’m 15rather/essentially
sceptical myself. Feel free
astounded virtually
impossible absolutely
terrified
the conversations.
2 Work in pairs. Practise
of the topics below.
conversation about one
3 Work in pairs. Have a
fiers where possible. somewhat
Use adjectives with modi
is quite amazing
extremely
• a place that you think hurt very
• something you think
is absolutely ridiculous difficult
utterly terrifying useful
• something you find
g
that was deeply movin
• a film, show or book ns
open about their opinio
think peopl e should be completely 192
• whether you PHOTOCOPIABLE
ing?
you’v e been that was absolutely amaz © Pearson Educa
tion Limited 2021
A: What’s a place 191
n Education Limited 2021
PHOTOCOPIABLE © Pearso
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PRESENTATION TOOL
The Roadmap Presentation tool contains everything you
need to make the course come alive. It includes:
● Fully interactive version of the Student’s Book and
Workbook
● Planning mode (includes teacher’s notes) and
teaching mode
● Easy navigation via book page and lesson flow
● Answers to exercises one by one, all together or as
‘check answers’, all at the touch of a button
● Integrated audio, with time-coded audio scripts
● Integrated video, with time-coded video scripts
● A host of useful classroom tools and widgets such
as timer, scoreboard and dictionary
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COURSE METHODOLOGY
Syllabus Topics
The Roadmap syllabus is built on Global Scale of English language Maintaining learners’ interest is a vital part of the teacher’s role.
learning objectives (see below) but there is a strong focus on the Research suggests that learners get bored if they stay on the
key grammar, functional language, vocabulary and pronunciation same topic for too long so each lesson in Roadmap introduces a
needed to perform those objectives in each of the main lessons. fresh theme, although there is always a coherent link in terms
Language items have been selected according to their level of of language items covered from one lesson to the next. There is
difficulty and how useful they are in helping learners to achieve also a topic link with the Master your skills lessons which are an
the communicative goal which is at the heart of each lesson. extension of the main lesson. Fresh angles on familiar topics have
As a result, learners never feel that they are studying grammar, been used wherever possible and reading and listening texts
functional language, vocabulary or pronunciation for its own sake have been designed to be as authentic as possible. The texts
and can immediately see the relevance of what they are learning. are based on real-world sources and although they have been
● Syllabus built on Global Scale of English learning objectives so graded, especially at the lower levels, to make them accessible
learners can immediately see the relevance of what they are for students, the ‘tone’ of the texts is as realistic as possible.
learning. Every unit contains a variety of rich and authentic input material
including specially filmed video clips.
● Strong focus on the grammar, vocabulary, functional language
and pronunciation needed to achieve the speaking objective at ● New topics are introduced in every lesson so learners never
the heart of every lesson. get bored.
● Fresh angles on familiar topics have been introduced
wherever possible.
The Global Scale of English ● Reading and listening texts are designed to be as authentic as
The Global Scale of English (GSE) is a standardised, granular possible and are based on real-world sources.
scale that measures English language proficiency. Using the
GSE, students and teachers can now answer three questions
accurately: Exactly how good is my English? What progress have
Language focus
I made towards my learning goal? What do I need to do next if I Successful communication is dependent on an ability to recognise
want to improve? and use grammatical structures as well as commonly occurring
The GSE identifies what a learner can do at each point on a scale patterns in language, often referred to as lexicogrammar. Learners
from 10 to 90, across all four skills (listening, reading, speaking, can often manage to make themselves understood with a limited
and writing), as well as the enabling skills of grammar and repertoire of words and phrases but, as their level progresses, they
vocabulary. This allows learners and teachers to understand a increasingly need grammar together with a larger vocabulary bank
learner’s exact level of proficiency, what progress they have made in order to navigate more complex situations and communicate
and what they need to learn next. more sophisticated ideas and opinions. Grammar and enrichment
The GSE is designed to motivate learners by making it easier to of vocabulary are a core feature of learning a language and
demonstrate granular progress in their language ability. Teachers Roadmap recognises this by giving them a central role in each of
can use their knowledge of their students’ GSE levels to choose the main lessons:
course materials that are precisely matched to ability and learning ● Language items are introduced in context through short
goals. The GSE serves as a standard against which English listening/reading texts and are then presented and practised
language courses and assessments can be benchmarked, using a ‘guided-discovery’ approach. Learners study the
offering a truly global and shared understanding of language patterns of a language point and are often asked to identify
proficiency levels. aspects of meaning or form by completing simple exercises
and/or rules and tables.
Language items are presented in a concise form in a Language
Teacher Mapping Booklet and GSE Toolkit
●
focus box in the main lesson with fuller explanations in the

You will find the GSE Teacher Mapping Booklet for Roadmap online Language bank at the back of the book.
on english.com/roadmap. This booklet provides an overview of all ● Each language point has one or two controlled practice
the learning objectives covered in each unit of Roadmap, lesson exercises plus a freer personalised activity designed to offer
by lesson. students the opportunity to say something about themselves
These GSE learning objectives are only a selection from the larger or the topic.
collection contained within the GSE. To explore additional ● The Language bank in the Student’s Book, the Workbook and
resources to support students, there is an online GSE Teacher mobile app have additional language focus practice exercises.
Toolkit. This searchable online database gives you quick and easy There are also further photocopiable activities in the
access to the learning objectives and grammar and vocabulary Teacher’s Book.
resources. It also gives you access to GSE job profiles: 250 job skills
mapped to GSE learning objectives, enabling you to pinpoint the
specific language skills required for professional learners. Vocabulary
For more information please go to english.com/gse. Developing a wide range of vocabulary is also key to developing
communicative competence. A good knowledge of vocabulary
helps learners to improve their reading and listening skills and
is also important for writing. A knowledge of high-frequency
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collocations and fixed and semi-fixed phrases is also an effective In Roadmap, we have taken a practical, integrated approach to
Course methodology
way to increase spoken fluency. Vocabulary is an important developing students’ pronunciation by highlighting features that
feature of every lesson in Roadmap. Vocabulary items have been often cause problems in conjunction with the areas of grammar,
selected a) according to the topic of the lesson and b) according vocabulary or functional language in focus. Where relevant to
to how useful they are for the final speaking task. Vocabulary is the level, a grammatical or functional language focus is followed
always presented in context through photos or texts and practised by practice of a feature of pronunciation, for example, the weak
through controlled and freer practice activities. Vocabulary is forms of auxiliary verbs or connected speech in certain functional
also constantly recycled throughout the course and learners are exponents. Students are given the opportunity to listen to
actively encouraged to use the new vocabulary they have learned models of the pronunciation, notice the key features and then
to give their personal opinions on the topics in focus and to talk practise it.
about their own lives and experiences. ● Pronunciation is a prominent feature of the syllabus, and
● Vocabulary is an important feature of every lesson. It is usually practice is generally linked to the main grammar, vocabulary
presented in context through quotes and/or short reading and functional language in focus.
texts or illustrated with photos and/or cartoons so that ● Listen and repeat activities reinforce pronunciation of new
learners can understand how and when an item is used. language. As and when appropriate, there is an emphasis
● The emphasis throughout is on high-frequency, useful on areas of pronunciation that affect communication, for
vocabulary. At lower levels, the focus is on presenting lexical example, sentence stress/intonation.
sets and at higher levels there is an increased focus on ● Additional practice activities for the pronunciation points
word-building, collocation and useful fixed phrases. covered in core units are included in a photocopiable
● Vocabulary is practised in a variety of ways with one or two worksheet.
controlled practice activities for each vocabulary section.
Learners are often asked to relate the vocabulary they have
learned to their own lives making it more memorable. Skills development
● Vocabulary is constantly recycled throughout the course and Roadmap recognises that effective communication involves
further practice is provided in the Check and reflect pages, on receptive as well as productive skills. Although speaking is the
the mobile app, in the Workbook and photocopiable activities main skills focus in each of the main lessons, short reading and
in the Teacher’s Book. listening texts are used to present and practise new language
● The Vocabulary bank at the back of the Student’s Book and introduce topics for discussion. These cover a variety of
further extends some of the key vocabulary areas covered in different genres – blogs, articles, fact files, etc. – but are never
the main lessons. very long as research indicates that teachers want to maximise
speaking practice during class time. Roadmap also recognises
the importance of writing and suggestions for writing extension
Functional Language activities are suggested in the teacher’s notes for each of the
main lessons.
Learners need to manage communication in a wide variety of
different situations and they need to be able to recognise and use In addition to the reading, writing and listening material in the
phrases and expressions that are appropriate for each situation. main lessons, there is a Master your skills section at the back of
These include transactional exchanges, where the focus is on the book for learners who want to improve their reading, writing
getting something done or interactional exchanges where the or listening skills. There are three Master your skills lessons for
focus is on socialising with others. each unit. Each lesson is built around a GSE learning objective and
concentrates on a specific skill – reading, listening or writing. They
Roadmap recognises the importance of functional language and
are linked thematically to one of the main lessons and can be done
each unit has an English in action page which focuses on useful
at home or in class. The Master your skills lessons expose learners
areas such as managing a fast-paced conversation, summarising
to different text genres of reading (articles, blogs, etc.), writing
information, chairing and participating in a debate, etc. Each
(emails, reports, essays, etc.) and listening (radio broadcasts,
English in action lesson has a communicative outcome based on
conversations, etc.) and focus on different strategies or sub-skills
a GSE learning objective and key functional language items are
to improve general competence in each skill. These strategies are
highlighted in a Useful phrases box.
particularly useful for exam training.
● English in action lessons focus on useful functional areas such
as summarising information, participating in a debate, etc.
● Each English in action lesson has a communicative outcome Speaking
based on a GSE learning objective.
Most learners, whatever their age and whatever specific goals
● Key functional language items are highlighted in a Useful or reasons they might have for learning English, want to improve
phrases box. their speaking skills. Many learners lack opportunities to practise
in the real world so they need to make the most of opportunities
to speak English in the classroom. Roadmap recognises the
Pronunciation importance of speaking and there are many opportunities
Teachers often have mixed attitudes towards teaching throughout the course for learners to participate in a wide variety
pronunciation in their lessons. Some consider that it is relatively of different speaking activities. For example, learners might
unimportant, especially if their learners can generally make be asked to discuss a series of questions, respond to photos
themselves understood, but others place great importance on or cartoons, give their opinions about the content of a reading
developing pronunciation that is more than just intelligible. They or listening text or take part in conversations, discussions and
consider that a systematic focus on pronunciation in a lesson, role-plays. Speaking is a fundamental part of each lesson and
however brief, can have a significant impact on developing learners are frequently asked to work together in pairs or groups
learners’ communicative competence. to maximise opportunities to speak in class.
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Many learners are reluctant or unable to speak because they have invaluable training in listening sub-skills, for example, recognising
Course methodology
nothing to say or lack the language they need to say what they persuasive language, recognising understatement, understanding
want to say. Roadmap helps learners to overcome these problems colloquial language and understanding overlapping. Each Master
and one of the key aims of the course is to increase learners’ your listening lesson provides an example of the genre as well as
confidence and fluency. Each of the four core lessons in each unit highlighting a sub-skill which is outlined in a special Focus box and
are built around a Global Scale of English speaking objective and all practised in the lesson. As mentioned in the introduction to the
the grammar, functional language, vocabulary and pronunciation Teacher’s Book, the Master your listening lessons are optional and
is geared towards helping learners achieve that objective. can be selected according to the needs of individual learners or
Learners develop fluency when they are motivated to speak classes. They can be used in conjunction with the main lessons to
and for this to happen, engaging topics and relevant, carefully- form the extended route through the course or they can be used
staged speaking tasks are essential. In each lesson of Roadmap individually and/or given to learners to do for homework.
there is a logical sequence of linked activities that have been ● Listening is a prominent feature of the main lessons and is
carefully constructed and staged to help learners perform the final often used to present new grammar or vocabulary or act as a
speaking task to the best of their ability. Learners are given time springboard to stimulate discussion.
to prepare their ideas and think about the language they need for
● Listening ‘models’ are provided to build learners’ confidence.
the final speaking task in a structured way. Giving learners time to
rehearse is crucial in terms of building their confidence and this in ● Listening material is designed to be as authentic-sounding as
turn leads to better motivation and greater accuracy and fluency. possible whilst bearing in mind the need to make it accessible
As learners’ confidence increases, their willingness to experiment for the level.
with the language also increases. Speaking is systematically ● More in-depth practice of different listening genres –
developed in Roadmap through the following activities: speeches and monologues, conversations, radio interviews
● Lead-in questions and/or striking images engage learners’ and discussions – is provided in the Master your listening
interest and activate passive knowledge of vocabulary related lessons at the back of the book.
to the topic. ● Master your listening lessons provide an example of the genre
● Grammar and vocabulary relevant for the final speaking as well as highlighting different sub-skills needed to develop
activities are presented and practised. mastery of the skill.
● Personalised practice activities encourage learners to give ● Listening sub-skills are outlined in a special Focus box and
their own opinions on the topic and talk about their own lives practised in the lesson.
and experiences ● Master your listening lessons are optional and can be selected
● Learners are given ‘models’ and time to prepare their ideas for according to the needs of individual learners or classes. They
the final speaking task. can be used individually and/or given for homework.
● Useful phrases give learners ideas and provide prompts to help
them get started. Reading
● Learners perform the speaking task in pairs or groups and are
invited to reflect on their performance through a whole class Reading is important for many students, particularly if they need
round up activity. it for their work or studies. The learner who develops confidence
in reading both in and outside the classroom will undoubtedly
make faster progress. We now have access to a very wide range
Listening of English language reading material and it is a good idea to
encourage learners to read as much as possible outside the
Listening is an important skill for all users of English and one which classroom. Roadmap provides ample opportunities for learners
learners often find quite challenging. Many learners complain to practise their reading skills, both in the main lessons and in the
that they can understand their teacher but find it difficult to Master your reading sections at the back of the book.
understand people speaking English outside the classroom,
Short reading texts are included in the main lessons to
especially if speakers do not make any concessions to their
contextualise new grammar or vocabulary and they also often
audience in terms of their speed of delivery. Learners with poor
serve as a springboard for discussion. As with the listening
listening skills are unlikely to be competent communicators or
material, there is an emphasis on authenticity, and although
users of the language, so listening features almost as prominently
reading texts have been adapted or graded for the level, there is
as speaking in the main lessons in Roadmap. It is important
an attempt to maintain authenticity by remaining faithful to the
to expose learners to real language in use as well as different
text type in terms of content and style. Texts are relevant and
varieties of English. Listening material, particularly at lower levels,
up-to-date, and are designed to stimulate interest and motivate
is scripted but aims to reflect the patterns of natural speech and is
learners to read. The texts represent a variety of genres and
designed to be as authentic-sounding as possible whilst bearing
mirror the text types that learners will probably encounter in their
in mind the need to make it accessible for the level. Listening texts
everyday lives. Texts are generally not exploited in any great depth
are often used to present new grammar or vocabulary and can act
in the main lessons (as in-depth work on reading is provided in
as a springboard to stimulate discussion in class. In addition, there
the Master your reading section) but learners are always given a
is a listening ‘model’ for each of the speaking tasks in which one or
reason to read along with basic comprehension exercises.
more speakers perform whole or part of the task. Learners listen
to this and try to replicate what they have heard when they come More in-depth practice of different genres is provided in the
to perform the task themselves. Master your reading lessons at the back of the book. The
Master your reading lessons also provide invaluable training in
Listening is a prominent feature in the main lessons but more
reading sub-skills such as recognising scepticism, evaluating the
in-depth practice of different genres, for example, speeches and
effectiveness of an argument, recognising foreshadowing of
monologues, conversations, radio interviews and discussions,
events, identifying a writer’s tone, recognising humour, etc.
etc. is provided in the Master your listening lessons at the back
of the book. The Master your listening lessons also provide
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Each Master your reading lesson provides an example of the Some writing practice is provided in the main lessons and
Course methodology
●
genre as well as highlighting a sub-skill which is outlined in a in-depth work on different genres of writing as well as writing
special Focus box and practised in the lesson. As mentioned in sub-skills is provided in the Master your writing section at the
the introduction to the Teacher’s Book, the Master your reading back of the book.
lessons are optional and can be selected according to the needs ● Each Master your writing lesson starts with a few discussion
of individual learners or classes. They can be used in conjunction questions designed to activate learners’ vocabulary and get
with the main lessons to form the extended route through the them thinking about ideas related to the topic.
course or they can be used individually and/or given to learners to
● Each Master your writing lesson provides a model of the genre
do for homework.
in focus. These are designed to be as authentic as possible
● Reading is a prominent feature of the main lessons and is whilst bearing in mind the need to make them accessible
often used to present new grammar or vocabulary or act as a for the level. Types of writing mirror those that learners will
springboard to stimulate discussion. encounter in their everyday lives, for example, stories, formal
● Reading material is designed to be as authentic as possible and informal emails, blog posts, descriptions, reviews, etc.
whilst bearing in mind the need to make it accessible for the ● Master your writing lessons provide examples of the genre
level. Text types mirror those learners will encounter in their as well as highlighting different sub-skills needed to develop
everyday lives, for example, blogs, social media posts, etc. mastery of it, for example, rejecting ideas and asking for
● More in-depth practice of different reading genres – stories, changes, using persuasive language, synthesising information
articles, reviews, factual texts, reports, social media and blog from a number of sources, etc.
posts, etc. – is provided in the Master your reading lessons at ● Writing sub-skills are outlined in a special Focus box and
the back of the book. practised in the lesson.
● Master your reading lessons provide an example of the genre ● Learners prepare and then write their own example of the
as well as highlighting different sub-skills needed to develop genre in focus and are encouraged to use the sub-skills they
mastery of the skill. have practised in the lesson.
● Reading sub-skills are outlined in a special Focus box and ● Master your writing lessons are optional and can be selected
practised in the lesson. according to the needs of individual learners or classes. They
● Master your reading lessons are optional and can be selected can be used individually and/or given for homework.
according to the needs of individual learners or classes. They
can be used individually and/or given for homework.
Review and consolidation
Writing Language items are regularly recycled in each lesson of Roadmap.
At end of every other unit, there is a Check and reflect page which
In recent years the growth of email and the internet means is designed to review all the language points covered and give
that people worldwide are writing more than ever before – for learners an opportunity to reflect on how their confidence and
business, for their studies and for personal communication. mastery of the language has improved. In addition, each unit is
Learners need effective writing skills for professional and accompanied by a short video –the Roadmap report – that can
academic purposes but people also use writing – email, text be used to provide a break from the routine of the Student’s Book
messages, social media posts, etc. – as an informal means of as well as revise and consolidate language in a fun, light-hearted
communication far more than they used to. The latter isn’t simply way. Each Roadmap report features a ‘roving reporter’ who goes
speech written down and there are all sorts of conventions for out on location to visit interesting people and places and has a
both informal and formal writing. It is therefore important to focus variety of new experiences. The videos are designed to illustrate
on a range of genres, from formal text types such as essays, some of the quirkier aspects of real life as well as show language
letters and reports to informal genres such as blog entries and items covered in the unit in realistic contexts.
personal messages. Roadmap provides extensive training in all ● Video clips and extension activities consolidate key language
these types of writing. covered in each unit and illustrate some of the quirkier aspects
Writing is not a prominent feature of the main lessons in of real life.
Roadmap although learners are frequently asked to make notes ● Video clips are around 5–6 minutes in length and are designed
as preparation for the speaking task. There are also suggestions to entertain learners and provide a bit of light relief.
in the teacher’s notes on ways to extend the tasks with follow-
● Video worksheets (to exploit the language in the videos) are
up written work. However, in-depth practice of different genres
available online.
of writing is provided in the Master your writing lessons at the
back of the book. The Master your writing lessons also provide
invaluable training in writing sub-skills such as rejecting ideas
and asking for changes, using persuasive language, synthesising
information from a number of sources, etc.
Each Master your writing lesson provides an example of the
genre as well as highlighting a sub-skill which is outlined in a
special Focus box and practised in the lesson. As mentioned in
the introduction to the Teacher’s Book, the Master your writing
lessons are optional and can be selected according to the needs
of individual learners or classes. They can be used in conjunction
with the main lessons to form the extended route through the
course or they can be used individually and/or given to learners to
do for homework. Each Master your writing lesson follows a
similar format:
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1A Team building
1 OVERVIEW Introduction
The goal of this lesson is for Ss to give feedback on an event.
To help them achieve this, they will learn or revise the present,
1A Team building
Write the following questions on the board:
Do you ever socialise with your work colleagues/classmates?
What kinds of activities do you do?
the quality of a product or service Do you prefer to keep your work and friends separate?
Why/Why not?
1B Online/Offline
Put Ss in pairs or small groups to discuss the questions. When they
have finished, elicit Ss’ ideas and have a brief class discussion.
Language focus | subject raising
Vocabulary | idioms for expressing and controlling emotions
Reading
feelings and reactions 1 Focus attention on the photos and briefly elicit what Ss can
1C Kidfluencers see. Put Ss in pairs to discuss the questions. Monitor and help with
Goal | justify a point of view vocabulary where necessary, writing any new words and phrases
Language focus | infinitive phrases on the board. When they have finished, elicit answers from a few
Can justify a point of view using linguistically complex language give sb a nudge, quirky and raft. Go through the statements with
Goal | join a conversation already in progress the article and identify the activities related to each statement
Vocabulary | socialising individually, then check in pairs. Check answers with the class.
Can join a conversation already in progress between fluent Answers:
speakers on complex topics 1 Raft building, Get in line
2 Tell the truth, Get in line
Roadmap video 3 Raft building
Go online for the Roadmap video and worksheet. 4 Scavenger hunt, Out and about
5 Tell the truth, Get in line
VOCABULARY BANK 6 Raft building, Marshmallow challenge
1B The internet and social media
Optional extra activity
1C Phrasal adjectives
MASTER YOUR SKILLS
raft, but don’t actually construct it). When they have finished, ask
1A Master your writing each group to report back on how they did it and whether they
Goal | write a blog post thought it was a good idea for a team-building exercise.
a text discussion.
1B Master your reading
Goal | understand short anecdotes in an article Vocabulary
Focus | recognising cohesive devices in a text
Phrases with delexical verbs
1C Master your listening Ss work individually then check in pairs. Check answers with the
Goal | understand a persuasive speech
class and be prepared to provide further explanations or examples
Focus | recognising persuasive language
where necessary.
Can recognise the use of persuasive language in a linguistically
complex presentation or lecture
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M01_Roadmap_TB_C1_28709.indd 1 02/11/2020 14:32
Language focus
Unit 1
Answers:
for, then play the recording for them to listen and answer the
questions. Ss check in pairs. Check answers with the class.
Answers:
9 the time to have a good old-fashioned chat
Teaching tip employees were exhausted when they arrived
When teaching new lexis, it’s a good idea to prepare and give 2 The location was lovely/nice.
Ss further examples in different contexts. This will help them 3 Make sure people are in teams with people from at least five
‘map’ the new vocabulary in their memory and exemplify different departments, make it a longer event (two days)
different uses.
b Ask the class: What does ‘get’ mean? and elicit as many examples Write the following additional questions on the board for Ss to
as you can (e.g. obtain, buy, receive, become, etc.). Explain that the discuss:
meaning of get depends on what word it’s used with and that it’s a
‘delexical verb’. If this is a new concept to Ss, then go over the
information in the Vocabulary checkpoint below. Look at the first
answer with the class and elicit which part helps Ss understand
2 What do you think of the idea of combining a team-building
the meaning most (effort). Ss do the same for the other phrases,
event with other things, like training and meetings?
then compare in pairs. Check answers with the class.
3 What’s the ideal length of an event like this? Where should it
In each phrase, the noun helps you understand the meaning.
Audioscript 1.1
Vocabulary checkpoint E: Right, so the next item on the agenda is this year’s team-building
Delexical verbs are verbs which, while they have a basic away-day. Any thoughts, Sakura? Same as last year’s event?
combined with other words. For example, get has different
meanings in the following collocations: get a present for E: Really? Why?
your birthday (= receive), get a present for a friend’s S: Well, the organisers didn’t assign people to teams, so everyone
birthday (= buy/obtain), get hotter (= become). just worked with people they’d already known for years. Well
sure, everyone had fun, but it kind of reinforced existing barriers
within the organisation, as they were competing against different
departments, which defeated the object of the exercise.
Otherwise, Ss complete the phrases individually, then check in E: That’s true. OK, so for this year’s event, we have to find a way
pairs. Check answers with the class and answer any questions Ss of making sure people will be in teams with people from other
have about the meaning of the phrases. departments, so they won’t have met most of them before.
A: So why don’t we use that as a criterion to measure the success of our
7 do 8 take every employee will have been in a team with people from at least
five different departments.
E: That’s a great idea, Alvaro. But what about the location? Do we want
b Read the example with the class, then put Ss in pairs to discuss.
to go back to the same training centre in the Lake District, like last year?
Suggested answers: looking for snail shells!
After organising the activity, they’ll have a well-earned rest. E: That’s true, but unfortunately a long journey is something we can’t
During the activity, everyone will need to give each other avoid, if we want to bring together our employees from all over the
some help.
Outside activities are a great opportunity to get some fresh air. A: OK. Fair enough. But can I make a suggestion? What about making it
Making a success of the activity depends on everybody E: Good idea. I’m just thinking aloud now, but I suppose if we make it
taking part. a two-day event, we’ll be able to combine the fun and games with
something a bit heavier, like health-and-safety training.
James took the lead during the first group exercise.
S: Hmm, I know what you mean, but I think if we try to do everything at
once, it’ll be exhausting … and we won’t achieve any of our goals.
Further practice We’ll just make our people angry for keeping them away from their
families for too long. That’s what happened at my previous
go home!
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7a 1.2 Ss choose the most natural alternatives individually, Speaking
Unit 1
then check in pairs. When they are ready, play the recording for Ss
to check their answers. Don’t give any answers yet. Prepare
b Before Ss do the activity, ask them to look back at the extracts 10 Direct Ss to page 176 and give them a couple of minutes to
in Ex 7a and ask what they all have in common (they are all perfect read the information. Go through the information with the class
verb forms). Give Ss plenty of time to read the language focus box and answer any questions Ss have. Ss decide if the event is good
and check their answers to Ex 7a. Ask Ss to compare answers in or bad and make notes about the feedback they want to give.
pairs, then check answers with the class. Be prepared to provide Monitor and help with vocabulary where necessary, writing any
further examples and explanations where necessary. new words and phrases on the board.
Speak
Answers: 1 been talking, come 2 known 3 met
4 been travelling 5 had had
11 When Ss are ready, put them in pairs to give each other
feedback on their event. Monitor and make notes on Ss’ language
use for later class feedback. When they have finished, ask each
Teaching tip pair to report back to the class on the feedback they received and
At this level, it’s a good idea to try to bring together areas of what they would do differently. When they have finished, give
grammar such as the perfect aspect, focusing on the the class feedback on their language use, correcting any common
similarities of its use across different tenses. This will allow Ss errors on the board.
to see the bigger picture and therefore become more confident
in using it in a variety of different contexts. Teaching tip
During speaking activities, it’s useful to monitor Ss’ use of
8a 1.3 Ask Ss to read the sentences and say them out loud language and make notes on common errors, especially with
quietly to themselves, as naturally as possible. Discuss the question the language studied in the lesson. Also, make a note of
with the class, then play the recording for Ss to listen and check. examples of good language use. This will allow you to monitor
Go through the information in the answer key with the class. Ss without disturbing fluent speech. When Ss have finished,
write any common errors on the board for them to correct as a
Suggested answer:
class (without drawing attention to who made them). You can
The initial h is typically dropped in fast speech.
also drill any examples of good language use with the class. Ss
will appreciate the attention to their language use when
b Play the recording again for Ss to listen and practise saying the
speaking and any feedback you can give them.
sentences.
9 Ss complete the sentences individually, then compare their
answers in pairs. Check answers with the class. Reflection on learning
Answers: How well do you feel you understand perfect tenses in
1 ’ll have been hiking English now?
2 ’d already heard How might you use them in the future?
3 have been getting What do you feel you want to learn more about them?
4 ’ve decided (decide is also possible but is not a perfect form.)
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
LANGUAGE BANK 1A pp.146–147 class, but don’t force them to if they’d rather not.
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, elicit the first Homework ideas
answer as an example. Ss work individually to complete the
Language bank: 1A Exs 1–2, p147
exercises, then check their answers in pairs. In feedback,
Workbook: Exs 1–5, p4
elicit Ss’ answers and drill the questions. Ss can refer to the
App: grammar, vocabulary and pronunciation practice
notes to help them.
Answers:
Fast route: continue to Lesson 1B
1 1 scratched (The present perfect continuous sounds odd
Extended route: go to p126 to Master your writing
because it focuses on the activity of scratching the car,
rather than the completed results.)
2 worn
3 climbed, done
4 been chopping, been crying
5 been talking, haven’t seen
2 1 had scratched
2 ’ll have worn
3 ’ll have climbed, ’ll have done
4 ’d been crying, ’d been chopping
5 ’d just been talking
Further practice
Photocopiable activities: 1A Language focus 1, p167;
1A Language focus 2, p168
App: 1A Grammar practice 1 and 2
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4 Ss read the language focus box and check their answers to Ex 3b.
Unit 1
1B Online/Offline Answer any questions they have about the information in the box.
Answers:
In the exercise, the subject of each sentence is it (with no
Introduction meaning – it doesn’t refer to anything). The verb is followed by
The goal of this lesson is for Ss to describe their reaction to a a that-clause.
situation. To help them achieve this, they will learn about subject In the article, the subject of each sentence is a person or some
raising and idioms for expressing and controlling emotions. people. The verb is followed by the to infinitive.
Warm up 5a 1.4 Focus attention on the sentences, then play the

recording. Ss decide in which sentence it is pronounced most
Elicit all the different types of social media that Ss know and write
clearly. Check the answer and the reason why with the class.
them on the board (and add any more that you can think of).
Put Ss in small groups to discuss which they use and what they Answers:
mostly use each one for. It is pronounced most clearly in sentence 3. In the other two
sentences, it almost disappears.
See the pronunciation checkpoint for the reason.
Reading
1 Give Ss a minute to look at the cartoons and discuss what they Pronunciation checkpoint
show as a class (different reactions to a mistake or problem).
The word it is a purely grammatical marker in all three
Elicit ideas as to how this relates to the way people behave online.
sentences in Ex 5a and adds no meaning, so speakers tend
Put Ss in pairs to discuss the questions. When they have finished,
to swallow it or merge it with the next word. However,
elicit their ideas and have a brief class discussion.
because appeared starts with a vowel, it must be
2a Read the example with the class, then put Ss in pairs to think pronounced more clearly.
of more reasons. When they have finished, elicit Ss’ ideas and find
out if others agree.
b Ss practise saying the sentences naturally. If necessary, play
b Ss read the article quickly to find out if any of their ideas are the recording again for Ss to listen and repeat.
mentioned. When they have finished, ask a few Ss which (if any)
6 Read the example with the class. Ss rewrite the sentences
of their ideas were mentioned.
individually, then check in pairs. Check answers with the class and
write them on the board (or invite Ss to do so).
Teaching tip
Before Ss approach a reading or listening text, it’s useful to Answers:
prime them for the task by making sure they know exactly 1 Nobody seems to have understood the rules.
what to read or listen for. A simple way of doing this is by going 2 She turned out to have been reading a text when she
through comprehension questions before they read or listen. crashed her car.
You could also get them to predict the answers (even if they 3 My video happened to go viral.
won’t be able to answer them), in order for them to approach 4 Somebody appears to have been trying to contact me for
the text knowing exactly what kind of information to look for. days.
5 The abusive post turned out to have been written by a
14-year-old boy.
Language focus 6 Did you happen to notice who broke the window?
Subject raising
3a Read the example with the class, then ask Ss to find the 7 You could demonstrate the activity first by sharing your
phrases expressing ideas 1–9 in the article. Check answers with answers with the class and encouraging Ss to ask you follow-up
the class. questions to find out more information. Give them a few minutes
to think about their answers, then put them in pairs to share their
Answers: ideas. Encourage Ss to ask follow-up questions to find out more
1 … the person we’re abusing turns out not to be the evil CEO … information. When they have finished, ask a few Ss to share any
2 … we happen to see a member of our own community … interesting information they found out about their partner with
3 … the respondent might appear to be blanking you the class.
deliberately …
4 The writer appears to be actively trying to humiliate us
individually …
5 … the writer turns out to have had a completely different
target in mind.
6 … some genuinely unpleasant people seem to enjoy causing
trouble …
b Focus attention on the first example in Ex 3a. Ask: What’s the

subject of the first sentence? (It ) What comes after turns out?
((that +) clause) What’s the subject of the second sentence?
(the person) What comes after turns out? (an infinitive). Ss discuss
the questions about the other phrases in pairs. Don’t give any
answers yet.
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Unit 1
LANGUAGE BANK 1B pp.146–147 VOCABULARY BANK 1B p166

Stronger classes could read the notes at home. Otherwise, The internet and social media
check the notes with Ss, especially the information on the These optional exercises build on the lexical set in the
different types of infinitives. In each exercise, elicit the first vocabulary section.
answer as an example. Ss work individually to complete the 1 Ss match the words with the definitions individually, then
exercises, then check their answers in pairs. In feedback, check in pairs. Check answers with the class. You could also
elicit Ss’ answers and drill the questions. Ss can refer to the ask Ss if they know any more words related to the internet
notes to help them. and social media and share them with the class.
Answers: Answers: 1 ranting 2 flaming 3 trolling
1 1 turned out to have gone 4 cyberbullying 5 blanking
2 didn’t happen to notice
3 seemed to be acting 2a Ss choose the correct alternatives individually, then
4 appeared to be wearing check in pairs. Check answers with the class.
5 appeared to pick Answers: 1 feed, memes 2 hashtags, trending
6 ’m unlikely to see 3 stream, bandwidth 4 site, browsing
2 1 It turned out that we’d been standing 5 bookmark, navigation
2 It appeared that the house hadn’t been lived in
3 It seems that there was b Put Ss in pairs to discuss and, if necessary, change the
4 It (just so) happens that I wrote statements in Ex 2a. When they have finished, ask a few Ss
5 It might appear that they’re ignoring to share anything interesting they found out about their
partner with the class.
Further practice
Further practice
Photocopiable activities: 1B Language focus 1, p170;
1B Language focus 2, p171 Photocopiable activities: 1B Vocabulary, p172
App: 1B Grammar practice 1 and 2 App: 1B Vocabulary practice 1 and 2
Vocabulary Speaking
Idioms for expressing and controlling emotions Prepare
8a Ss read the sentences and categorise them individually, then 9 1.5 Tell the class that they’re going to talk about an
check in pairs. Encourage them to use dictionaries and the context experience where they expressed or controlled strong emptions,
of each sentence to help. With weaker classes, go through each but first they’re going to listen to three people talking about
sentence first, explaining the meaning of each idiom, before they conflicts. Go through the questions with the class so they know
start. When they have finished, check answers with the class and what to listen for, then play the recording for Ss to answer the
check understanding of each idiom. questions, then compare their answers in pairs. Play the recording
again if necessary, then check answers with the class.
Answers:
a drives me up the wall, get under my skin Answers:
b let off steam, lashing out, make a scene, get something off 1 Debbie (I’m so glad my computer crashed that day and saved
my chest me from wading in to the argument.)
c thick skin, bite my tongue, bottle up, put a brave face on, take 2 Kelvin (I went over to apologise to him for being such an idiot.),
a step back, put things into perspective Lucy (I can’t believe I’d allowed her to get under my skin.)
3 Kelvin (But when he got out of his car …), Lucy (… so I went
b Ss discuss which of the sentences in Ex 8a are true for them in along to hear her. And it turned out to be absolute rubbish …)
pairs. When they have finished, ask a few Ss to share any
interesting information they found out about their partner with Audioscript 1.5
the class (but they should check that their partner is happy for
I: Hello and welcome to today’s podcast. Today we’re talking to people
them to do so first!). who have had to deal with situations that made them very angry.
Let’s start with stories from three of our listeners. First up is Debbie.
Vocabulary checkpoint What’s your story, Debbie?
D: Thanks, Antek. I remember once I was using an online forum, and
The idioms selected for Roadmap are up to date and natural
somebody expressed an outrageous opinion. He appeared to be
sounding, so Ss can be encouraged to use them. Ss often some kind of expert, and he was making fun of the other members
enjoy learning idioms as they perceive them to be real of the forum. I took offence because he seemed to be attacking me
language. However, it’s important for them not to overuse personally, so I drafted a furious reply, using pretty strong language.
them as this can sound rather unnatural. But before I could click ‘send’, my computer crashed and my reply
was lost! I was absolutely livid because I didn’t have time to type it
out again. Then, when I got back online a few hours later, I noticed
Optional extra activity that other members of my discussion group had spent the afternoon
Ask Ss to choose three of the idioms they have learnt so far in the ripping his arguments to shreds. The poor guy was totally humiliated
lesson and think of a situation in which they might use each one. and I even felt kind of sorry for him. I’m so glad my computer crashed
that day and saved me from wading in to the argument. From that
When they are ready, put Ss in pairs to read out their situations to
day on, I’ve never posted a reply in anger – I always bite my tongue
their partner for them to guess the idiom that would be used in and try to put things into perspective.
each one. I: OK. Thanks for that, Debbie. Next up is Kelvin. What happened to you,
Kelvin?
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K: Well, about a year ago, I was driving late at night, when in my mirror
Unit 1
I happened to notice this car coming up behind me and trying to
overtake me – flashing his lights and honking his horn. It was a
1C Kidfluencers
narrow road so it wasn’t safe to overtake, and anyway, the other car
seemed to be going way too fast. So, I decided to teach the driver a
lesson. I slowed right down and refused to let him past. In my mirror I Introduction
could see him yelling and waving his arms, but that just made me less
inclined to let him overtake. After about five minutes, I needed to buy The goal of this lesson is for Ss to justify a point of view. To help
some petrol, so I pulled in at the nearest petrol station. To my horror, them achieve this, they will learn or revise infinitive phrases and
I saw the car behind pulling in too! I started to panic that the driver vocabulary with positive and negative connotations.
would turn out to be some crazy maniac who would beat me up! But
when he got out of his car, the evil maniac of my imagination turned
out to be one of my lovely neighbours! I felt so embarrassed. I went Warm up
over to apologise to him for being such an idiot. He apologised too, Start by telling the class where you usually go for
and we ended up having a good laugh about our ‘road rage’ incident.
recommendations when you want to buy something e.g. online
But it made me realise how easy it is to forget there’s a real person
inside the car. Nowadays, I’m a much more easy-going driver!
reviews, friends’ recommendations, social media, etc. Ss then
I: I’m glad to hear it, Kelvin. A good reminder that we all need to take a discuss where they go in pairs. Ask them to think of specific
step back from time to time. Finally, let’s hear from Lucy. What’s your examples where a recommendation has helped them decide what
story, Lucy? to buy.
L: Hi Antek. I belong to an online art group, and there’s one member
who seems to enjoy putting other people down. Whenever you
express your opinion, she’ll just come out with a one-word response Reading
like ‘ridiculous’ or ‘pathetic’. It’s horrible because when you’re on
the receiving end, you use your imagination to work out dozens of 1 Focus attention on the photo and elicit what Ss can see and
reasons why your post appeared to be ridiculous, and you end up what ideas it evokes for them. Give Ss a minute to read the
feeling ashamed to have posted it. But then, a few months ago I was
definitions and ask if they’ve heard of these terms before. Ss
at a conference and I happened to notice that this woman was giving
a talk. I’d always assumed she must have been some kind of expert, discuss the questions in pairs. When they have finished, elicit their
so I went along to hear her. And it turned out to be absolute rubbish answers and have a brief class discussion.
– she had nothing new to say, and she’d even stolen some of my 2 With weaker classes, you may want to pre-teach pushy,
ideas from the forum! I can’t believe I’d allowed her to get under my pulling the strings, loopholes and unboxing videos. Give Ss a strict
skin. Since that day, I’ve learnt to ignore her completely – and other
time limit to skim the article and then say whether it’s generally
people like her. Whenever she comments on my posts, I just blank her.
positive or negative and underline the words and phrases which
And it works – she’s learnt to leave me alone too.
I: Good for you, Lucy. OK, so now we’ve heard some stories, let’s speak help them decide. Check answers with the class.
to an expert on anger management, to find out …
Suggested answers:
It’s very negative: outrageous sums of money, not-so-subtle
10 Go through the questions with the class and give Ss time to
recommendations, pushy parents, tacky toys and sugary snacks,
prepare what they’re going to talk about and make notes. Monitor
spending money on junk, pulling the strings, exploit loopholes,
and help with vocabulary where necessary, writing any new words
all kinds of ethical problems.
and phrases on the board.
Speak 3 Ss discuss the questions in pairs. When they’ve finished, elicit

answers and have a brief class discussion.
11 When Ss are ready, put them in pairs to share their
experiences. Monitor and make notes on Ss’ language use for later
Suggested answer:
feedback. Remind them of the idioms in Ex 8a and encourage
1 It might be in the opinion or comment section of a printed or
them to use them to describe how they felt when sharing their
online newspaper. The writer’s purpose is to persuade us
experiences. When they have finished, have a class discussion
that kidfluencers are a bad thing.
about how to avoid and deal with conflict. Give Ss feedback on
their language use as a class.
Reflection on learning As an extension with stronger classes, you could ask Ss to work
Write the following questions on the board: in pairs and discuss how the article could be changed to be more
balanced. When they have finished, elicit ideas from a few pairs
What were the three most useful idioms you learnt in this
and have a brief class discussion.
lesson?
How do you think you’ll use them outside class?
Put Ss in pairs to discuss the questions. When they have Vocabulary
class, but don’t force them to if they’d rather not. Connotation 1
4a Ss match the adjectives with the nouns individually, then
Homework ideas check in pairs. Encourage them to use the article in Ex 2 to help if
necessary. Check answers with the class.
Language bank: 1B Exs 1–2, p147
Workbook: Exs 1–4, p5 Answers: 1 d 2 e 3 b 4 g 5 f 6 a 7 c
Fast route: continue to Lesson 1C

Extended route: go to p106 to Master your reading
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Optional alternative activity
Unit 1
VOCABULARY BANK 1C p166

Before class, prepare sets of cards with all the words from Ex 4a Phrasal adjectives
on separate cards. Make enough sets for the number of pairs in These optional exercises build on the lexical set in the
your class. Before Ss do Ex 4a, put Ss in pairs and give each pair vocabulary section.
a set of cards. Ask them to match the adjectives with the nouns. 1 Read the example with the class, then ask Ss to complete
You could also do this as a race, where the first pair to make all the the rest of the sentences individually, then check in pairs.
collocations correctly wins. Check answers with the class, then ask Check answers with the class and write them on the board.
Ss to do Ex 4a in order to have a written record of the collocations.
Answers: 1 not-so-subtle 2 paid-for
b Check Ss understand the meaning of connotation. At this 3 better-than-expected 4 take-it-or-leave-it
point you could go through the information in the Vocabulary 5 all-you-can-eat 6 once-in-a-lifetime 7 business-as-usual
checkpoint below with the class. 8 poorly-thought-out
2 Ss match the phrases with the meanings individually, then

Answers: Glowing, modest and adoring have a positive check in pairs. Check answers with the class.
connotation. Pushy, tacky, sugary and outrageous have a
negative connotation. Answers: 1 b 2 b 3 a 4 a 5 a 6 b 7 b 8 a 9 a 10 b
Vocabulary checkpoint Further practice

Connotation and denotation are two sides of a word’s Photocopiable activities: 1C Vocabulary, p175
meaning. A word’s denotation is its basic meaning; its App: 1C Vocabulary practice 1 and 2
connotation shows how the speaker/writer feels about it.
In the phrase an outrageous sum of money, outrageous
has a positive denotation (i.e. a lot of money) but a negative Language focus
connotation (i.e. a shocking amount, too much). Infinitive phrases
A simple way to demonstrate this is to ask Ss if they would 6a Read the example with the class, then ask Ss to match the
prefer to be described as slim or skinny. Slim has a positive functions with the phrases in bold in the article. Check answers
connotation whereas skinny has a negative connotation. with the class.
Speakers and writers often express their opinions by using
adjectives with strong positive or negative connotations. Answers: 1 to be more precise 2 to give them their proper title
3 to put it mildly 4 Needless to say
c Explain that within each group, each adjective may have a 5 not to put too fine a point on it 6 To be sure
positive or negative connotation. Encourage Ss to use dictionaries
to check if necessary. When they have finished, put Ss in pairs to b Ask the Ss what all the phrases in Ex 6a have in common (they
compare their answers, then check answers with the class. all use the to infinitive). Ss read the language focus box and
choose the correct alternatives. Check answers with the class and
Answers: answer any questions they have about the information in the box.
1 die-hard (+), obsessive (–), screaming (–)
2 lukewarm (–), gushing (–), informed (+) Answers:
3 meagre (–), moderate (+), phenomenal (+) 1 usually 2 a whole statement 3 commas 4 can’t
4 firm (+), doting (–), supportive (+)
5 educational (+), flimsy (–), durable (+) 7 Ss complete the phrases individually, then check in pairs. Check
6 nutritious (+), bite-size (+), processed (–) answers with the class.
7 blind (–), driving (+), consuming (–)
Note that gushing and doting both have generally positive Answers: 1 put 2 begin 3 cap 4 name 5 add 6 be
denotations, but they can also have negative connotations 7 cut 8 make
(i.e. too enthusiastic, too loving).
8 Put Ss in pairs to discuss the meaning of the phrases.
5 Read the sentence with the class, then ask Ss to make two Encourage them to use the sentences in Ex 7 for context, as well
sentences: one as positive as possible and one as negative as as dictionaries if necessary. Check the meanings with the class
possible. When they have finished, put Ss in pairs to share their and elicit an example sentence. Be prepared to provide further
ideas, then ask one or two pairs to share their ideas with the class. explanations and examples if necessary.
Suggested answers: Suggested answers:

Positive: Kidfluencers make phenomenal sums of money by Meanings
making informed recommendations to their die-hard fans and 1 I know it might be shocking, but I need to say this.
persuading their supportive parents to buy nutritious snacks 2 First of all
and educational toys. 3 On top of everything else
Negative: Kidfluencers make outrageous sums of money by 4 I’m just listing a few examples, but there are many more that
making gushing recommendations to their obsessive fans and I could list.
persuading their doting parents to buy processed snacks and 5 This made a bad situation even worse.
flimsy toys. 6 I’m saying something that might make you feel
uncomfortable, but it’s true.
7 I’m not going to explain all the details between the beginning
and the ending.
8 This made a bad situation even worse.
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9a Put Ss in pairs to practise saying the pairs of sentences, Audioscript 1.7
Unit 1
changing each one according to the comma/pause and discussing
A: I was just watching something about kidfluencers. It’s crazy what
how the meaning changes. When they have finished, check some people will make their kids do, isn’t it?
answers with the class. J: I don’t know, maybe some of the kids like doing it. What’s your
problem with kidfluencers?
Suggested answers: A: It’s not the kids, it’s the parents. To begin with, they shove their
1 a means that brutal honesty isn’t a good idea. children into the limelight at a young age, and usually just to
make money.
b means that something else isn’t a good idea, in the
J: Well, are all the parents like that? Maybe some kids choose to do it,
speaker’s brutally honest opinion.
and their parents are just being supportive?
2 a means that she was attempting to be fair. A: Or, to put it bluntly, the parents are driven by blind ambition, and do
b means she was trying hard (to do something), which the everything they can to monetise their children.
speaker thinks it’s only fair to mention. J: That’s pretty blunt! Lots of parents push their kids into things though,
3 a means that the speaker doesn’t want to be the person you know, my parents made me go to tennis lessons till
with the least to say. I was twelve.
A: Yes, but that has some value, it’s exercise, it’s not pushing tacky toys
b means that the speaker isn’t keen to do something and in
and sugary drinks to other kids.
fact would strongly prefer not to do it. J: OK, Ann – I think that’s a bit over the top, and there are some kids
who probably love showing off their new stuff online, but let’s agree
b 1.6 Play the recording for Ss to listen and say which version to disagree on this one.
of the sentences in Ex 9a they hear.
11 Put Ss in pairs to think of arguments for and against the
Answers: 1 a 2 b 3 b
statements. Monitor and help with ideas where necessary. Make
sure both Ss make individual lists, as they’ll work with different
LANGUAGE BANK 1C pp.146–147 partners in the next activity and will need their ideas.
check the notes with Ss, especially the position of the Speak
phrases in a sentence. In each exercise, elicit the first answer 12 Put Ss in different pairs to discuss the statements and justify
as an example. Ss work individually to complete the exercises, their opinions. Encourage them to try to disagree with their
then check their answers in pairs. In feedback, elicit Ss’ answers partner. Monitor and make notes on Ss’ language use for later
and drill the questions. Ss can refer to the notes to help them. feedback. When they have finished, ask a few pairs to report back
to the class on the opinions they expressed and justified. Give Ss
Answers: feedback on their use of language as a class.
1 1 The best position is at the end: … the guitar, the violin
and the saxophone, to name but a few. Optional alternative activity
2 (The infinitive phrase could also go at the end.)
With smaller classes, you could do the speaking task as a class
3 The infinitive phrase is a comment on the first part of
debate. In Ex 11, divide the class into two groups: for and against.
the sentence, so it can come before or after that part:
Each group works together to think of their respective arguments
To be sure, I’ve heard worse singers than you, … or
for each statement. In Ex 12, have the groups facing each other.
I’ve heard worse singers than you, to be sure, …
The for side then have two minutes to give their arguments for.
4 (The infinitive phrase could also go at the end.)
The against side then have two minutes to counter with their
5 The infinitive phrase is used to show the connection
arguments. The two sides then debate the first statement and
between the two statements, so it should come at the
try to reach agreement. Repeat the procedure for the remaining
beginning of the second statement: … and then, to add
statements.
insult to injury, he spilt crisps all over the seats.
6 (Needless to say is used to introduce information that
follows, so it should come at the beginning of the sentence: Reflection on learning
Needless to say, everything turned out OK in the end.) Write the following questions on the board:
2 1 to give it its proper title 2 to cut a long story short
What was the most interesting thing in today’s lesson?
3 to put it mildly 4 to make matters worse
In what other situations might you use the language you learnt
5 to say the least
today?
Further practice finished, ask if anyone wants to share their ideas with the
Photocopiable activities: 1A Language focus 1, p173; class, but don’t force them to if they’d rather not.
App: 1C Grammar practice 1 and 2 Homework ideas
Language bank: 1C Exs 1–2, p147
Speaking Workbook: Exs 1–5, p6
Prepare
10 1.7 Tell Ss they’re going to listen to two people discussing
Fast route: continue to Lesson 1D
kidfluencers. Go through the opinions with the class so they know
Extended route: go to p96 to Master your listening
what to listen for. Play the recording for Ss to listen and decide
who expresses each opinion, then let them compare their answers
in pairs. Check answers with the class.
Answers: a A b J c J
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Audioscript 1.12
Unit 1
1D English in action J: Excuse me. I’m really sorry. Do you mind if I join you? There aren’t
many free tables.
M: No, that’s fine. Go ahead. My name’s Martin, by the way. I’m a local
businessman.
Introduction J: Aha. Nice to meet you.
The goal of this lesson is for Ss to practise joining a conversation M: I own ‘The Sands’ Golf Course. It’s quite popular. Have you heard of it?
already in progress. To help them achieve this, they will learn J: Er, no. Sorry. I don’t really ‘get’ golf really. I’m Jagruti, by the way.
phrases for joining and maintaining a conversation, as well as M: Right. Nice to meet you. So? Are you enjoying the conference?
J: Not really. I hate events like this – I’m not very good at talking to
vocabulary related to socialising.
strangers.
M: Aha. Er … so would you like me to leave you in peace?
Warm up J: No, it’s fine. Sorry, I’m just a bit stressed. Networking isn’t really my
forte, to put it mildly. I’m more of a writer than a talker, I guess.
Write NETWORKING vertically down the left-hand side of the M: Hah, I know what you mean. So what do you do?
board. Put Ss in pairs or small groups and ask them to think of a J: I’m in marketing.
word or phrase related to networking which begins with each of M: Oh, right. So do you work for one of the big local companies?
the letters (e.g. New people, Exciting, Team, etc.). When they have J: No. I’ve got my own marketing consultancy.
finished, ask each pair or group to write their words on the board. M: Wow! So you’re a business owner – like me!
J: Not really. The consultancy is basically just me and my laptop. I don’t
have any employees.
M: OK, I see. So you’re just starting out then? I suppose everyone needs
Vocabulary to start small. When I started out, my business was just me, but I
Socialising managed to grow it pretty quickly. It’s all thanks to my five-point plan
for business success. Do you want to hear it?
1 Focus attention on the photos and elicit what Ss can see. Ask Ss J: Er … OK. … Oh, hi. (spoken to Tahira, who is hovering)
to guess what the different people in the photos might be saying. T: Oh, don’t mind me. I’m just listening.
Ss discuss the questions in pairs. When they have finished, elicit J: No, no. Not at all. What brings you here?
their ideas and have a brief class discussion. T: Well, I’m Tahira, and I’m an interior designer. I’ve recently quit my job
2a With weaker classes, go through the words in the box to ‘follow my dreams’ and become my own boss. I’m here to pick up
some tips and meet some like-minded people. I’d love to listen in on
with the class first and check understanding. Ss complete the
your advice, if that’s OK.
sentences individually, then check in pairs. Check answers with M: Yes, it’s fine. I’m Martin – the owner of ‘The Sands’ Golf Course.
the class and be ready to answer any questions Ss have about the T: Really? So I’d love to pick your brains in a moment, Martin – I’m sure
meaning of the words in the box. ‘The Sands’ is an amazing golf course. And you are?
J: I’m Jagruti.
Answers: 1 hover 2 small 3 acquaintance 4 frosty, ice T: Jag … ? Sorry, I’m not very good with names. Can you say it again?
5 blank, pleasantries 6 brains, breaker 7 mutual 8 mingle J: Jagruti. Ja-gru-ti.
T: Jagruti. That’s a beautiful name. It’s lovely to meet you. So, Jagruti,
what brings you to this event?
b Put Ss in pairs to discuss which statements they agree with and
J: Er … I’m not really sure, to be honest. I was invited by the organisers
any advice they have for each person. When they have finished, to give a talk this afternoon about marketing, but, well, I’m not really
elicit Ss’ ideas and find out if other Ss agree. into the social side of things.
T: OK, fair enough. But if you’ve been invited by the organisers, you
must be some kind of business guru, right?
Listening 1 J: Well, I don’t know about that, but I’ve written a couple of books about
marketing, which have been quite successful around the world.
3a 1.12 Go through the list of actions with the class so they
M: Woah! That’s impressive! Why didn’t you say so?
know what to listen for. Ss listen and match the actions with the
J: Well … you didn’t really give me a chance.
people individually, then compare their answers in pairs. Check T: So, Martin? We’re all ears. Tell us your tips for growing your business.
answers with the class. M: Well, I, er …
Answers:
b Ss discuss the questions in pairs. When they have finished, elicit
1 Jagruti
their ideas and have a brief class discussion, feeding in information
2 Tahira: I’m here to pick up some tips and meet some
from the Suggested answers.
like-minded people.
3 Tahira
Suggested answers:
4 Jagruti: I don’t really ‘get’ golf really.
You should avoid apologising a lot because there’s nothing
5 Martin: So you’re a business owner – like me! So you’re just
wrong with socialising. It’s better to feel positive about it.
starting out then?
You should avoid complaining and being negative because it can
6 Martin
irritate or even offend the other person. It’s better to focus on
7 Jagruti
the positives (e.g. Networking isn’t my forte, but I’m keen to learn.)
You should avoid making assumptions about another person
because it shows you’re not really interested or listening. It’s
better to ask questions and listen carefully to the answers.
You should avoid talking a lot about yourself because the other
person will get bored. It’s better to ask questions and encourage
the other person to talk.
You should avoid seeming reluctant to say much about yourself
because the other person will worry that they’re offending you.
A good rule is to say two or three sentences about yourself
before asking a question about the other person.
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4 Give Ss a minute to read through the tips, then ask them to Listening 2
Unit 1
match the phrases in the Useful phrases 1 box with the tips. Make
sure they understand that some phrases match more than one tip. 8 1.15 Tell Ss they’re going to listen to part of a radio interview
Check answers with the class. At this point you may want to drill about networking skills and go through the questions with the
the phrases with the class. class so they know what to listen for. Play the recording for Ss to
listen and answer the questions, then compare their answers in
Answers: pairs. Check answers with the class.
Do you mind if I join you? 1
So, how’s the conference for you so far? 2 Suggested answers:
Would you like me to leave you in peace? 1 1 anxious
So what do you do? 2 2 take an interest in the people around you; use it as an
I’d love to listen in on your advice, if that’s OK. 1, 3 opportunity to learn things and establish relationships
So I’d love to pick your brains in a moment, Martin – 3 spend a few minutes listening attentively, smiling, nodding
I’m sure ‘The Sands’ is an amazing golf course. 3, 4, 5 your head and making eye contact to demonstrate that you’re
And you are? 5 paying attention and showing some respect for the other
Sorry, I’m not very good with names. Can you say it again? 5 participants. Then say something like ‘Do you mind if I join
So, Jagruti, what brings you to this event? 2, 5 you?’ or ‘Don’t mind me, I’m just listening.’
So, Martin. We’re all ears. Tell us your tips for … 3, 4, 5 4 react or respond to what the previous person was saying in
the conversation; relate your own experiences to those of the
5a 1.13 Ss listen to Tahira’s introduction again and match previous speaker
the extracts with the techniques individually, then compare their 5 in case they go blank when it’s their turn to speak
answers in pairs. Check answers with the class. 6 if no one else speaks, they can show sensitivity by returning
the conversation to a previous theme
Answers: 1 c 2 a 3 d 4 b
Audioscript 1.15
b Ss can work individually to write their introductions, using
I: Good morning. Today we’re talking about networking events, and
techniques a–d in Ex 5a to help them. Monitor and help with I’m joined by Giorgio Esposito, who coaches people in the skills of
vocabulary where necessary, writing any new words and phrases socialising. Giorgio, do people really need a coach to teach them how
on the board. When they are ready, put Ss in pairs to practise to have conversations with strangers?
reading their introductions to each other until they feel confident G: Absolutely. For a surprisingly large number of people, including plenty
and natural. When they have finished, ask a few Ss to share their of experienced businesspeople and even some super-confident
celebrities, networking and socialising are a source of intense
introductions with the class.
anxiety. But the good news is it’s something you can learn, with a few
6a 1.14 Play the recording for Ss to listen and decide if each simple techniques, and it gets much easier with practice. And that’s
extract sounds enthusiastic or unenthusiastic, then compare their all it is: techniques and practice. The biggest barrier to successful
answers in pairs. Check answers with the class. networking is in your head. It’s like there’s a little voice telling you
that you can’t just walk up to people and start a conversation. But
Answers: 1 E 2 U 3 E 4 E 5 E 6 U 7 E 8 E you absolutely can. It’s a networking event, after all! People expect
you to talk to them!
I: OK. So where do we start?
Pronunciation checkpoint G: Well, if there’s a central guiding philosophy to it all, it’s probably ‘Be
When we sound enthusiastic, our intonation varies more curious’. Take an interest in the people around you, and see the event
as a genuine opportunity to learn things and establish relationships,
(up and down) as we speak. There are no hard and fast rules
rather than an ordeal to be ‘survived’.
for this in terms of intonation patterns, however. The best I: Well, that makes sense. How do you actually get involved in a
thing is for Ss to hear models comparing enthusiastic and conversation though?
unenthusiastic speech and copy them. G: I think it’s really important to show sensitivity to the people around
you when you’re networking. When you join a group, spend a few
minutes listening attentively, smiling, nodding your head, making
b Ss practise saying the phrases enthusiastically in pairs. When eye contact, and so on, to demonstrate that you’re paying attention
they have finished, ask one or two Ss to perform the phrases for and showing some respect for the other participants. It’s also a good
the class. chance to make sure you’re not intruding in a personal or confidential
7 Put Ss in groups. Ask them to stand up and introduce conversation. You could say something like ‘Do you mind if I join you?’,
themselves to other members of the group, walking round, or ‘Don’t mind me, I’m just listening’ when they notice you.
I: OK, I see how that could work. Then how do I get into the chat?
mingling and continuing the conversations. Monitor and make
G: Well, you can react. You can respond to whatever the previous person
notes on their use of language. When they have finished, give was saying in the conversation: ‘Wow! That’s a great story’ or ‘Oh,
Ss feedback on their use of language, particularly the use of the that’s so unlucky’, or whatever, with lots of emotion to show you’re
phrases from the Useful phrases 1 box and sounding enthusiastic. engaged. You can also relate your own experiences to those of the
previous speaker, and say something like ‘A similar thing happened to
Teaching tip me’ or ‘I had a rather different experience.’
I: ‘That’s really interesting!’ I was using your technique, Giorgio. OK,
Whenever you’re rearranging Ss or asking them to do a mingle so I’m in the conversation, it’s my turn to speak, I go blank. What do
activity, make sure you ask them to stand up before you start I do?
giving instructions for the activity and/or where you want them G: You could tell a story.
to go. This will avoid Ss forgetting key instructions while they I: OK, can you give us an example of a story you’ve used at a
start getting up and moving. networking event?
G: Sure. ‘I once lost a car in a forest.’
I: What? You lost a car in a forest? How? When? Why? Whose car?
G: Er … well, it was just an example. But it got you asking questions,
didn’t it? It allows other people to be curious and ask you questions.
I: Should I plan the stories beforehand?
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G: Absolutely. The secret to successful communication is preparation
Unit 1
and practice. Plan a few great stories before the event – things that
you think will work well with that particular audience. And then when
1A Master your writing
you’re put on the spot and expected to entertain a circle of strangers,
you’re ready.
I: OK, I’ve got a great one about a dolphin in Cancun, I’ll tell you later, Introduction
Giorgio. That’s good advice, but what if I’m stuck holding the baby, as
it were? What if no one else speaks? Ss develop the skill of writing a blog post by learning how to use
G: It comes back to being curious. Ask another participant a question hyperbole to enhance impact.
– ‘What brings you here?’ or ‘What are you hoping to get out of
the event?’ or show sensitivity by returning the conversation to a
previous theme. – ‘Ah, Donald, you were saying something about the
Warm up
bank crisis before I interrupted.’ Review the vocabulary from Lesson 1A by arranging the class
I: All good advice I’m sure, Giorgio, thank you so much. But what about in four groups (or eight if you have a large class) and assigning
the car? Did you ever find it?
two (or one) of the delexical verbs from Lesson 1A, Ex 5a to
G: Oh, well, if you insist. But I warn you, it’s a long story.
each group. Give them a few minutes to think of and list as many
words and phrases which collocate with their delexical verb(s)
9 Explain that the phrases and headings relate to the as possible, without looking back at their books. When they have
techniques discussed in the radio programme. Ss match them finished, award a point for each correct collocation. The group with
individually, then compare their answers in pairs. Check answers the most points wins.
with the class and drill the phrases.
1a Focus attention on the pictures and elicit what Ss can see
Answers: 1 C 2 A 3 D 4 B and what they all have in common (they all show someone
experiencing something irritating). Ss rank the experiences
individually.
Speaking b Ss then compare ideas in pairs and discuss what other
Prepare experiences they find irritating. When they have finished, elicit Ss’
10 Direct Ss to page 177 and give them a minute to read the ideas and have a brief class discussion.
information, then put them in pairs to plan some stories together. 2a Focus attention on the title of the blog and ask Ss if they think
Monitor and help with ideas and vocabulary where necessary, the post is in favour of or against teambuilding days (against). Ss
writing any new words and phrases on the board. Then ask them read the blog and answer the questions individually, then check in
to help each other prepare ‘hooks’ for their stories. Again, monitor pairs. Check answers with the class.
and help with ideas where necessary.
Answers:
Speak 1 managers everywhere
11a Arrange Ss in groups of four or five (depending on how many 2 that team-building days are a bad idea
you have in the class) to practise telling their stories. Monitor and 3 he describes in great detail how bad a team-building day was
make notes on Ss’ language use for later class feedback. that he participated in
b While they are telling their stories in Ex 11a, monitor and
encourage Ss to break away and join other groups, breaking into b Ss read the blog post again and decide if the sentences are true
their conversations and using their ‘hooks’ to tell their stories. or false, then check in pairs. Check answers with the class.
When they have finished, give Ss feedback on their language use
as a class. Answers: 1 F 2 F 3 T 4 T 5 T 6 F 7 F 8 T
Reflection on learning 3 Go through the list of techniques with the class and explain
Write the following questions on the board: what each one is. Ss then try to find examples in the blog post.
Check answers with the class.
How useful were the techniques and language you learnt in
today’s lesson?
Answers:
In what situations could you see yourself using them in the
The writer uses techniques 3 (For hours and hours, The room
future?
was sweltering at around two hundred degrees) and
Are there any phrases you won’t use? Why not?
4 (breaking all my partner’s toes in the process).
finished, ask if anyone wants to share their ideas with the 4a Give Ss a couple of minutes to read the Focus box and answer
class, but don’t force them to if they’d rather not. any questions they have. Ss then decide individually whether
the examples exaggerate quantity or quality, then check in pairs.
Homework ideas Check answers with the class.
Reflection on learning: Ss write their answers.
Answers:
1 quality (worst nightmare)
2 quantity (a million)
Roadmap video 3 quality (dripped … like a leaking tap)
4 quality (so fiery that I thought I’d combust)
Go online for the Roadmap video and worksheet.
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b Ss find two more examples of hyperbole in the blog post, then Write
Unit 1
check in pairs. Check answers with the class. 8a Ask Ss to write a first draft of their blog post, using the Focus
box and their notes and plan from Ex 7. Monitor and offer help and
Suggested answers: corrections where necessary.
… nothing, and I mean NOTHING, can break a team more than a
b When they have finished, put Ss in pairs to swap drafts and
teambuilding day. (There probably are things that could break a
identify and suggest examples of hyperbole. Encourage them to
team more.)
use the questions to suggest improvements to each other’s work.
… like a free for all for starving animals. (The team were unlikely
c Ss write a second draft of their blog post. This could be done in
to be as vicious or selfish as starving animals.)
class or for homework if you’re short of time.
I ended up with a few wilted lettuce leaves and one tomato.
(a few + one is probably an exaggeration of quantity; wilted Homework ideas
probably exaggerates the quality of the lettuce.)
… my legs had died and I could no longer feel below my knee Ex 8c: Ss write a second or final draft of their blog post.
(An exaggeration of quality of how numb the writer’s legs were.) Workbook: Exs 1–11, pp.10–11
More like torture. (An exaggeration as it wasn’t literally torture.)
… that was great fun. (It was not fun at all so this is
exaggeration combined with irony.)
5 Demonstrate the activity by giving Ss one or two of your own

answers, then put Ss in pairs to complete the sentences in their 1B Master your reading
own way. When they have finished, ask Ss to share their ideas with
the class and choose their favourite ending for each sentence.
Introduction
Suggested answers:
1 … miles and miles. Ss develop the reading skill of understanding short anecdotes in
2 … ditchwater. an article by learning how to recognise cohesive devices in a text.
3 … our throats were as dry as deserts.
4 … it woke up the entire neighbourhood. Warm up
5 … not being able to find the second sock in a pair. Write the following questions on the board:
6 … sardines in a tin.
How many languages do you speak?
7 … I thought it was sending me a frantic message in Morse code.
Which do you find easiest?
8 … for hours, days and weeks.
Which do you find most difficult? Why?
Do you ever mix languages? How?
Ss discuss the questions in small groups.
When Ss have written their endings in Ex 5, put two pairs
together and ask them to read out only their endings to the other 1 Ss discuss the question in pairs. When they have finished, elicit
pair. The other pair listens and guesses which sentence their their ideas and have a brief class discussion.
ending finishes. 2 Write Code switching on the board and ask if Ss know what it is,
but don’t give the answer yet. Ss read the article and answer
6 Give Ss a minute to read the text and ask: Why did they both the questions individually, then check in pairs. Check answers with
fall over? (because the person who was supposed to catch the the class.
writer was checking a text message). Ss rewrite the sentences
Answers:
individually, then check in pairs. When they have finished, elicit
1 Code switching describes changing the language, dialect or
answers from different Ss around the class.
style of speech you use depending on the situation or who
Suggested answers: you are speaking to.
1 One teambuilding day is burnt into my memory. 2 you’re in a bilingual context; you want to fit in, in general or
2 he did the most stupid thing ever with different social groups; you want to be more socially
3 we both crashed to the ground like a huge sack of potatoes successful; you want to be more persuasive.
4 We lay there for what felt like hours
5 everyone in the entire room looked at us
3a Focus attention on the words in bold and ask Ss what function
they have. Elicit their ideas, but don’t give the answer yet.
6 My face was so red with embarrassment, it felt as if it was on
fire. Or with sarcasm: Of course I wasn’t embarrassed at all.
Answer: The words create grammatical and lexical linking,
i.e. they link ideas within the text.
Prepare
7a Go through the list of points to make notes on with the class,
then give Ss plenty of time to think of ideas. Monitor and help with
ideas and vocabulary where necessary, writing any new words and Books closed. Divide the board into two sections. In one section,
phrases on the board. write the names of the cohesive devices in random order on the
b Ask Ss to organise the notes they made in Ex 7a into a board. On the other, write an example of each cohesive device
paragraph plan. Monitor and offer help where necessary. from the Focus box. Ss match the terms with the examples
individually, then check in pairs. Check answers with the class.
c Encourage Ss to refer back to the information and examples in
Then ask Ss to read the Focus box and ask you any questions they
the Focus box in order to find ways of making their posts engaging
have about it.
and dramatic. Offer help where necessary.
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b Give Ss a couple of minutes to read the information in the 6 Explain that the sentences are part of a reader’s response to
Unit 1
Focus box and check their ideas from Ex 3a. Answer any questions the article. Ss put the sentences in order, using the information
they have. Ss then match the words in bold in the article with the in the Focus box to help them, then check in pairs. Check answers
categories in the Focus box individually, then check in pairs. with the class.
Answers:
Answers: 1 a, e 2 c 3 d 4 b 5 c 1 My twin sister and I were brought up in Spain by British parents.
2 Having grown up in that context, we’re completely bilingual.
4 Focus attention on the introduction to the article, then ask Ss 3 We employ the two languages in different ways though.
to underline further examples of cohesive devices. Check answers We speak in English with our parents but almost always in
with the class. Spanish with each other.
4 However, there are certain topics where we naturally switch
Answers: to English.
As = linker to mean while 5 One is memories of family holidays.
we = pronoun reference – refers outside the text to readers or 6 As these were conducted in English, I guess it makes sense
people in general we use it to discuss them.
those = ellipsis (omitting experiences ) 7 Another example is foreign politics.
Lexical cohesion = lexical group: interact, code switching, 8 This must be down to the fact that we read about it in
conversation; collocations: interact with, everyday conversation, English-speaking media.
explores the reasons, drawing on
7 Ss discuss the questions in pairs. When they have finished, elicit
5 Read the example with the class. Ss then decide if the their answers and have a brief class discussion.
statements are true or false and identify the cohesive devices that
helped them decide individually, then compare answers in pairs. Homework ideas
Check answers with the class. Workbook: Exs 1–8, pp.8–9
Answers:
1 F – It means switching languages in one conversation and
sometimes in one sentence. … it was not uncommon for us
to switch from one language to another in a conversation,
sometimes doing so within the same sentence. (cohesive
device = doing so)
1C Master your listening
2 T – because I grew up watching my hot-headed father
do the same, while fear and excitement usually reveal
themselves in Spanish (cohesive device = do the same) Introduction
3 F – He speaks with both accents when Americans visit Ss develop the listening skill of understanding a persuasive
his family. I quickly started to mimic the local accent … My speech by learning how to recognise persuasive language.
parents and siblings didn’t, so weirdly, when I’m at home
with them, I speak in my Welsh accent. (cohesive devices = Warm up
didn’t, them)
4 T – Making up our own language was a natural way for us to Write on the board: The best way to persuade someone to do
show we fit in, to differentiate ourselves from adults and to something is to … and give Ss an example of how to complete the
increase our autonomy. (cohesive devices = our, we) sentence (e.g. … offer them something in return.). Put Ss in pairs to
5 T – These phrases come in and out of fashion pretty quickly think of other ways to complete it. When they are ready, ask each
though, so I’d sound ancient if I tried to use them now! pair to read out their sentences and hold a class vote to decide on
(cohesive devices = These phrases, them) the best one.
6 F – He did this when his friends heard his father using them. 1 You could start by telling the class about the last time you
At first, I just rolled my eyes but after he did it in front of my tried to persuade someone as an example. Give Ss a few minutes
friends and they all cringed, I had to plead with him to stop. to think about their own answers, then put them in pairs to
(cohesive devices = it, they, him ) share their ideas. When they have finished, ask a few Ss to share
7 T – … the local dialect is one that people might look down anything interesting they found out about their partner with the
on. So, when I went to university, I soon realised I needed class.
to adopt one that would better help me to get on in life.
2a Go through the list of strategies with the class and check
(cohesive devices = one, one)
understanding. Ss rate the ideas individually.
8 T – People seemed to warm to me a lot faster if I put on a
b Put Ss in pairs to compare their ideas and try to reach
southern drawl and, more significantly, it led to more sales.
agreement on the top three items. When they have finished, ask
(cohesive device = it )
each pair to share their top three items with the class and find out
if others agree.
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3 1.8 Tell Ss they’re going to listen to an online lecture about Audioscript 1.9
Unit 1
how to give a persuasive speech. Ss listen and identify the four
1A: Imagine running along the beach with the morning sun on the
strategies the presenter suggests, then compare their answers in back of your neck, listening to the sound of the waves. That
pairs. Check answers with the class. could be us tomorrow.
1B: We should get up early and go for a run in the morning. The
Answers: beach isn’t all that far from here.
The presenter suggests: 2A: People should take care of their community and look after
Identify your goal. people who need support.
2B: We all – every one of us – has a responsibility to help people in
Know your audience.
need in our community.
Focus on content that will persuade your audience.
3A: How can anyone not like the design of this dress? It’s just so
Choose the language you use carefully. delicate.
3B: I like this dress. It’s pretty.
Audioscript 1.8 4A: You’ll like Tom. He’s nice, he’s clever and he’s funny too.
4B: Tom seems like a pretty nice guy.
Martin Luther King’s ‘I have a dream’; Winston Churchill’s ‘This was their 5A: If you clean your room now, you’ll feel much better later.
finest hour’; ‘John F Kennedy’s ‘We choose to go to the moon’. What do 5B: Leave that. Clean your room. Then, relax.
these speeches all have in common? They live on in our memories of 6A: You can rely on me to make sure that the job is done well.
course, but they also employed techniques considered to be persuasive. 6B: I’m the best person for the job. I’m a good people manager, a
When making a persuasive speech, the first thing we need to consider good task manager and a good time manager.
is what our aim is. The second thing is who our audience is. Once we’re
clear about those two things, we can get the content of our speech right.
b 1.10 Tell Ss that they are going to listen to only the
The third consideration is persuasion strategies. We can appeal to
people’s sense of logic, their emotions or their sense of what’s right, persuasive speaker from Ex 5a and ask them to choose the
or all three – these are what Aristotle referred to as logos, pathos and persuasive techniques they use. Ss listen compare their answers
ethos. in pairs. Check answers with the class.
Of course, it’s not just what we say that’s important. It’s also how we
say it. And that’s my fourth and final consideration – the language Answers: 1 Imagery 2 Use of pronouns
we use. Employing certain linguistic techniques can make our speech 3 Rhetorical question, Repetition of sounds (d)
more masterful, memorable and motivating. Techniques such as KISS, 4 Power of three 5 Short sentences
the power of three and repetition are very helpful. KISS means Keep 6 Repetition of key words (good, manager)
It Short and Simple. The power of three involves listing ideas, reasons
or examples in threes as they stick in our minds better, and repetition
involves repeating key ideas or words so they stick too. Repetition of Optional alternative activity
sounds is also effective. With stronger classes, you could ask them to cover the list of
Descriptive language is useful in the art of persuasion. Adjectives, techniques in the Focus box (or close their books) and try to
metaphors and imagery all give listeners the opportunity to visualise
identify the technique used while they listen. Ss can then
something in a way they hadn’t before, and we can use rhetorical
uncover the list and check their ideas before you check answers
questions where we clearly believe the answer is obvious to make our
point. No one can argue with us then, can they? with the class.
Finally, we can use the right pronouns. Use ‘you’ rather than ‘people’
to make the audience feel you’re speaking directly to them. Use ‘we’ to 6a 1.11 Tell the class they are going to listen to three people
make them feel like you’re all in the situation together. being persuasive in three different situations. Ss listen and
So, whether you’re giving a formal civic speech or trying to persuade your identify their goals individually, then compare their answers in
boss to give you a pay rise, choose your aim, know your audience, decide pairs. Check answers with the class.
whether to appeal to their sense of logic, ethics, or their emotions, and
then select the right language to deliver it. That way, you’ll produce a Answers:
persuasive speech that will get you the results you want.
An employee trying to persuade his manager to give him a
pay rise
4a Give Ss a few minutes to read the Focus box and answer A salesperson trying to persuade a customer to buy a car
any questions they have. Ss then decide which techniques the A protester trying to persuade people to end poverty
speaker mentioned. Check answers with the class.
Audioscript 1.11
Answers: repeating sounds, asking questions
1
M: So, what can I do for you Max?
b Answer the question as a class. E: Well, as you know I’ve er … been here for a year now and I think I’ve
settled into the job well. Over the last twelve months I’ve project
Answer: managed several successful projects; built successful relationships
To volunteer, even if it’s just for one or a few hours a month. with existing clients and successfully attracted several substantial
new clients to the firm. All of these say they are very pleased with
5a 1.9 Ss listen and choose the most persuasive speaker the service I’m providing them.
individually, then compare their answers in pairs. Check answers M: Yes, and I’m extremely happy with your work here too, Max. You’ve
become a very valuable member of the team.
with the class.
E: Good, I’m glad you think so. I appreciate that this might not be the
right time, but I wanted to look ahead to when you set next year’s
Answers: 1 A 2 B 3 A 4 A 5 B 6 B budget and ask whether there might be the possibility of a pay
increase. I recognise that I’m still junior in terms of length of service,
however in terms of effectiveness and efficiency, I do believe that I’m
as valuable as the other members of our team, and therefore a pay
rise is justified.
M: You’re right, I think it’s something I should definitely look at, and I’m
glad you’ve come to me about it. I’ll take a look at our budgets next
month and see what I can do as we move into the new financial year.
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E: That’s great, thanks. Perhaps we can meet to discuss it again once
Unit 1
you’ve done that.

M: Sounds good. I’ll put something in my calendar as a reminder.
2
S: So, what you’ve got here is the latest five-door design. It’s sleek. It’s
sporty. It’s speedy.
C: It’s nice, I like it.
S: There’s an electric model, a petrol model and a diesel model. Your
choice.
C: Good.
S: Inside you’ll find it’s stylish but comfortable. The seats are heated.
The legroom is spacious. There’s a colour touch screen too.
C: What’s that for?
S: You’ve got satnav on there, plus you can play music or make calls via
your mobile. There’s a rearview camera too.
C: Ah, right, great.
S: It’s got a nippy 1.4 supercharged engine – the most efficient to date.
C: Sounds good.
S: The safety tech in this car is second to none. Its sensors will prevent
accidents through automatic braking, keeping you in your lane and
recognising traffic signs.
C: Things have advanced since I last bought a car!
S: This car is for a smart driver who wants a smooth ride around
town, who wants to show people that they’re stylish but not flash;
sophisticated and sensible; and aware of their impact on the planet.
C: OK, can I take a look inside?
S: Sure …
3
P: Poverty should not exist in the twenty-first century, should it? It
should be something which was eliminated in the twentieth century
along with smallpox. There shouldn’t be families living below the
poverty line today. There shouldn’t be thousands of children eating
just one meal a day. We should be living in a society where no one
goes hungry; where everyone has enough to eat, to live and to enjoy
life. Instead, we live in an unequal society where some have a lot and
some have very little. I say no more! No more acceptance. No more
apathy. No more inaction. It’s time to do something. It’s time to tell the
government that their acceptance, their apathy and their inaction
is causing children to suffer. We don’t want to live in a country that
damages children’s futures and destroys their dreams, do we? No! We
want to feed them, nurture them and watch them grow.
b Ss choose the words used individually, then compare their

answers in pairs. When they have finished, play the recording again
for Ss to check their answers, then check answers with the class.
Answers: 1 successfully 2 effectiveness 3 speedy

4 you 5 smooth 6 No more 7 destroys 8 nurture
c Ss identify the persuasive techniques individually, then

compare their answers in pairs. Check answers with the class.
Answers:
1 repetition of successful, also repetition of /s/ sound.
2 repetition of /ɪ/ sound at the start of effectiveness and
efficiency.
3 Short sentences and repetition of /s/ sound.
4 you – use of pronoun to help the customer imagine it’s
their car.
5 repetition of /s/ sound.
6 repetition of No more and the power of three.
7 repetition of /d/ sound and rhetorical question.
8 power of three, imagery
7 Ss discuss the questions in pairs. When they have finished,

elicit their ideas and ask: In what situations do you typically try to
persuade people? What kind of linguistic techniques might work in
your language? and have a class discussion.
Homework ideas
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Unit 2
2A Changes
The goal of this lesson is for Ss to give a presentation on past,
current and future trends. To help them achieve this, they will
learn or revise the continuous aspect and vocabulary related to
2A Changes trends.
Goal | give a presentation on past, current and future trends

Language focus | the continuous aspect Warm up
Vocabulary | trends
Bring in some copies of newspapers to class, or download some
GSE learning objective front pages of online news websites. Put Ss in pairs and distribute
Can give clear presentations highlighting significant points with
them. Ask Ss to look at the headlines and record a tally of positive
relevant supporting detail
and negative news stories. When they have finished, ask each
2B Work, work, work pair for their results and put them on the board. Ask if Ss find the
Goal | speculate about work situations results surprising or expected.
Language focus | probability
Vocabulary | agreement and disagreement
GSE learning objective Vocabulary
Can compare the advantages and disadvantages of possible
approaches and solutions to an issue or problem Trends
1 Focus attention on the photos and elicit the topic of the lesson
2C Local issues
(changes or trends). Ss discuss the questions in pairs. In feedback,
Goal | discuss a proposal
elicit their ideas and feed in information from the Culture notes if
Language focus | cleft sentences
you wish.
Vocabulary | connotation 2
Can present detailed, evidence-based arguments during Culture notes
work-related meetings Carbon capture and storage (CCS) is the process of collecting
waste carbon dioxide, usually from heavy industry and placing
2D English in action
it where it won’t enter the atmosphere again.
Goal | manage a fast-paced conversation
Vocabulary | conversation Electric vehicles (EVs) have actually been around since the
nineteenth century, but have recently become more popular
Can participate in a fast-paced conversation with fluent speakers due to concerns about the environment and a focus on
renewable energy.
Check and reflect
E-scooters have recently become popular in many cities
Review exercises and communicative activities to practise the
around the world where ride-sharing companies allow people
grammar and vocabulary from Units 1 and 2.
to hire them by the minute.
Roadmap video Veganism is a diet where people don’t eat meat or animal-
Go online for the Roadmap video and worksheet. based products (such as dairy products). In recent years
veganism has become more popular, with a wider range of
VOCABULARY BANK
vegan products and restaurants available.
2B Work practices The Internet of Things (IoT) is a system of different devices
being connected by the internet, such as home appliances,
2C Semantic prosody
home security cameras, thermostats, etc.
MASTER YOUR SKILLS A Video Assistant Referee (VAR) is a referee who uses video
replays to review decisions made by a referee in real time at a
2A Master your reading football match. It has recently become more popular in many
Goal | understand a newspaper article football associations and was used for the first time in a FIFA
Focus | recognising scepticism World Cup in 2018.
Can recognise the writer’s point of view in a linguistically 2 Ss guess the meanings individually, then check in pairs.
complex newspaper article
Encourage them to use the context in the sentences to help
2B Master your listening them arrive at the meaning. Check answers with the class and
Goal | understand an informal explanation be prepared to give further explanations and examples where
Focus | recognising understatement necessary. With weaker classes, give them a minute to read the
GSE learning objective sentences, then go through each one, checking meaning.
Can understand implied meaning and understatement in
informal speech
2C Master your writing

Goal | write project communications
Focus | rejecting ideas and asking for changes
Can adapt the language and organisation of a project
communication to the needs of different audiences
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Language focus
Unit 2
Answers:
1 something is decreasing
The continuous aspect
2 a position or situation in which small changes cause a larger,
6a Ss read the extracts and discuss the questions in pairs.
more important change
When they have finished, elicit their ideas but don’t give any
3 change a pattern so the opposite happens
answers yet.
4 is likely to go on
5 crossed an important point
b Ss read the language focus box and check their answers to
Ex 6a. Check answers with the class and answer any questions
6 defines the start of a new period of time
they have about the information in the box.
7 increasing
8 going back to
Answers:
9 beginning a pattern or fashion for others to follow
1 the continuous aspect
10 appears that things will be positive
2 a present b past and present c past and present
d present e future f present
3 in progress
Explain that there are more words which collocate with the
phrases in Ex 2. Write on the board buck, halt, increase, is/are, rise,
Language focus checkpoint
turning and upward. Put Ss in pairs to discuss which of the words
or phrases in Ex 2 they go with. When they have finished, check Tense describes the time a verb refers to (such as past or
answers with the class. present). Aspect is like an add-on to the verb and shows
things like whether an action is completed, repeated or
Answers: buck/halt the trend, be on the increase/rise, is/are on-going for the duration of the activity. This lesson looks at
set to continue, a turning point, an upward trend the continuous aspect, which shows different ways an action
happens across a range of times.
3 Go through the situations with the class and check

7a Refer Ss to the sentences and ask them to think about how
understanding. To demonstrate, you could give the class examples
the underlined sections are pronounced in fast speech. Encourage
of each of the situations which are true for you. Give Ss time to
them to try saying the sentences to themselves to work out the
prepare their ideas and make notes if they want to. Monitor and
answer. Elicit their ideas but don’t give the answer yet.
help with vocabulary where necessary, writing any new words and
b 2.1 Play the recording for Ss to check their answer. They can
phrases on the board. When they are ready, put Ss in pairs to share
then listen again and repeat.
their ideas. Encourage Ss to ask their partner follow-up questions
to find out more information. When they have finished, ask a few
Answers: The underlined sections are pronounced in their
Ss to share any interesting information they found out from their
weak form.
Further practice 8 Put Ss in pairs to discuss the use of the continuous aspect in
the second sentence in each pair. Encourage them to refer back to
the language focus box when deciding why it’s used. When they
have finished, check answers with the class.
Answers:
Reading 1 to emphasise the action
4a If you did the warm up, you could refer back to the stories 2 to suggest the situation is temporary
shown there to introduce the activity. Put Ss in pairs to discuss the 3 to emphasise a trend
questions. When they have finished, elicit their ideas and have a 4 to show an action in progress (i.e. there’s more to come)
brief class discussion. Write Ss’ ideas on the board. 5 to show a repeated action and because we are more
b Give Ss a few minutes to read the article quickly and see if it interested in the action than the result
mentions any of their ideas from Ex 4a. In feedback, elicit Ss’ ideas
and tick any of their ideas on the board that were mentioned. 9a You could demonstrate by giving the class some of your own
answers first. Ss complete the sentences individually. Monitor and
help with vocabulary where necessary, writing any new words and
Teaching tip
phrases on the board.
Prediction activities like the one in Ex 4a are useful because
b Put Ss in pairs to share their ideas. When they have finished,
they prepare Ss for reading a text so that they don’t come
ask a few Ss to share any interesting information they found out
at it cold. They help activate any schematic knowledge Ss
from their partner with the class.
have about the topic area, so that when they encounter new
information in a text it’s simply a case of attaching it to their
existing knowledge.
5 Ss discuss the questions in pairs. In feedback, elicit answers

from a few Ss and have a brief class discussion. Ask Ss to tell the
class about any other positive news stories they have heard
recently too.
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Unit 2
LANGUAGE BANK 2A pp.148–149
2B Work, work, work
check the notes with Ss, especially the use of stative and
dynamic verbs. In each exercise, elicit the first answer as an
example. Ss work individually to complete the exercises, then Introduction
check their answers in pairs. In feedback, elicit Ss’ answers The goal of this lesson is for Ss to speculate about work
and drill the questions. Ss can refer to the notes to help them. situations. To help them achieve this, they will learn or revise the
Answers: language of probability and vocabulary related to agreement and
1 1 is working 2 must have missed 3 waving 4 sent disagreement.
5 got 6 is definitely getting 7 have you known
8 arguing 9 been thinking Warm up
2 1 correct 2 will you do will you be doing
Write on the board: My ideal job would involve … Demonstrate the
3 ’ve lived ’ve been living 4 is believing believes
activity by telling the class three things which your ideal job would
5 ’d lie ’d be lying 6 correct
involve (e.g. not too many hours, playing games, meeting people,
7 ’d talked ’d been talking / were talking
etc.). Ask Ss to complete the sentence individually, thinking of at
least three things the job should involve. Go back to what you said
Further practice your ideal job would involve and ask Ss to recommend a job that
Photocopiable activities: 2A Language focus 1, p176; could fit these criteria. Put Ss in small groups to read out what
2A Language focus 2, p177 they wrote and ask other Ss in the group to suggest a possible job.
Listening
Speaking 1 Ss discuss the questions in pairs. In feedback, elicit their
Prepare answers to question 1 and write them on the board. Then elicit
10 Put Ss in pairs and direct them to page 176 to read through their answers to question 2 and find out if these jobs existed
the information and choose which topic they want to present when they were eight years old.
or choose a topic of their own. Alternatively, you may want to
allocate the topics so that equal numbers work on each topic to
facilitate the speaking activity in Ex 12. Monitor and help with Do Ex 1 as a visualisation. Ask Ss to relax and close their eyes and
understanding where necessary. read them this:
11 Ss plan their presentations in pairs, deciding who will present Imagine you are eight years old and you’re at school, in your
what information and how they will present it. Monitor and offer classroom. Think about what activity you are doing and what the
help where necessary. teacher looks like. Look around the classroom and try to picture
the furniture, the walls, what’s out of the window and your
Speak classmates. You are doing a lesson on different types of jobs and
12 Put pairs together with another pair who worked on a your teacher asks you what job you want to do when you grow up.
different topic to give their presentations. Encourage Ss to ask Then ask Ss to open their eyes and discuss the questions in Ex 1
questions to find out more information, where possible. When with a partner.
they have finished, ask each pair to share something interesting
they found out from the presentation they heard.
Teaching tip
Reflection on learning Exs 2–4 follow an approach to introducing new language called
Write the following questions on the board: Guided discovery. First, Ss are exposed to the target language
in context. This allows them to focus on meaning, in order to
What did you find most difficult in today’s lesson?
understand what the language means, before form. In Ex 4,
How can you practise this further in the future?
they focus on form using the meaning of the examples they’ve
listened to in context, with an activity which guides them to
discover the rules for themselves.
class, but don’t force them to if they’d rather not.
2a 2.2 Explain to Ss that they are going to listen to a podcast
Homework ideas about working practices and job titles and that during this they’ll
Language bank: 2A Exs 1–2, p149 hear two people answering the questions in Ex 1. Play the
Workbook: Exs 1–4, p12 recording for Ss to answer the question, then check answers with
App: grammar, vocabulary and pronunciation practice the class.
Answers: Chris: a vet or a teacher Elaine: a chocolate taster

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Audioscript 2.2 b Ss listen again and decide if the sentences are true, false or not
Unit 2
given individually, then compare their answers in pairs. Stronger

C: Hello! I’m Chris Hinds, and a very special welcome to this week’s
episode of Work Junkie, the podcast all about current and future
classes could attempt the exercise from memory, then listen
trends of work. This week I’m joined by Elaine Chorlton, who’s again to check their answers. Check answers with the class.
Dynamic Communications Orchestrator at one of the world’s leading
tech firms, based in San Francisco. Welcome, Elaine, can I first ask you Answers: 1 N 2 T 3 F 4 T 5 N 6 T 7 F 8 T
– what does your job title actually mean?
E: Well, you know, I often get asked that. It basically means that I help 3 Put Ss in pairs to come up with new job titles. Monitor and offer
the company with all aspects of communications, whether it be
help where necessary. When they have finished, elicit Ss’ ideas
social media, going to the press, internal communications, that kind
and write them on the board. You could then have a class vote for
of thing.
C: Right. So why such a fancy-sounding job title? Aren’t people likely to the best title for each job.
just get confused?
E: Well, let me ask you this, Chris. What did you want to be as an adult Optional extra activity
when you were eight years old? Put Ss in pairs and ask them to come up with some inventive job
C: Well, I really loved animals, and I was certain that I’d be a vet. But as I
titles for common jobs. You could direct them to an online job-title
got older I actually wanted to be a teacher.
E: OK, and now you’re a podcaster, right?
generator (there are several of these). When they have finished,
C: Yes, that’s right. ask them to read out their invented job titles to the class for them
E: So my point is, when you were eight years old, did you know what a to guess the common job titles.
podcaster was?
C: Well no, because they didn’t exist back then.
E: Exactly. In the same way, it’s highly likely that the jobs our children Language focus
will do in the future don’t exist yet.
C: But aren’t a lot of these job titles now just fancy ways of saying the Probability
same thing? The other day I saw a job for a ‘Knowledge navigator’. 4 Ss read the language focus box and choose the correct
I’m sure that a ‘Knowledge navigator’ is just a teacher. alternatives individually, then check in pairs. Check answers with
E: Well, yes and no. On the one hand, many new jobs just didn’t exist
the class and answer any questions Ss have about the information
before, so they need new titles. This is especially true in the tech
industry, where I work. You have new technology coming along all the in the box.
time, which means a demand for new skills, like coding, maintaining
a strong social media presence, that kind of thing. So these jobs will Answers: 1 adjectives 2 probability 3 subject
need new titles, new ways of describing working practices. In the
future, as new innovations come along, we can be certain that this 5a 2.3 Ss listen to the recording, paying attention to the /k/
process will continue to evolve and render current ways of working sound. Check answers with the class and go over the information
obsolete, too. It’s a constant transformation.
in the Pronunciation checkpoint.
C: Right.
E: Also, a lot of companies are finding it increasingly difficult to recruit
graduates with the right skill set. It really is an employee’s market. Answers: It’s glottalised (i.e. it becomes very short and is
So in a bid to attract the right kind of people, they’re coming up with produced at the back of the throat).
increasingly dynamic titles to attract them.
C: Like what?
E: Well, they change all the time, but some of my favourites from the Pronunciation checkpoint
last few years are: ninja, guru, magician and rockstar. When an unvoiced consonant (/p/, /t/, /k/ or /ʧ/) appears
C: Oh no, please? How are they used? in a word after a vowel sound, it is often glottalised, which
E: OK, so the first one is ‘Legal ninja’, which was advertised by a means the airflow comes to an abrupt stop and the unvoiced
company in Palo Alto, California. They were looking for someone to consonant is not fully pronounced e.g. in the words actor,
provide legal advice on a range of issues.
football, likely and nature. It might be difficult for Ss to
C: So, essentially, a lawyer?
E: Well, yes, kind of. More a legal adviser, if you will. Next up is ‘Data reproduce the sound exactly, but they are likely to come
guru’, a position advertised by a company in Michigan. They were across it, so it is worth highlighting.
looking for someone to ‘lead data activities’.
C: Hmm, not quite sure what that means. b Play the recording again for Ss to listen and repeat. Model and
E: Me neither, but it sounds fancy, right? For magician, we have ‘Full
drill yourself if necessary.
stack magician’, from a company in Atlanta. They were looking for
someone to write code. 6a Read the example with the class, then ask Ss to put the words
C: Ah, OK. So a programmer then? in the rest of the sentences in order. Ss then check answers in
E: Pretty much, but the job did involve analysing costs of different pairs. In feedback, invite different Ss to write the answers on the
coding alternatives. But we can be pretty sure that the job didn’t board and invite other Ss to peer check.
involve any real magic, per se!
C: Ha! So what about rockstar? Company musician?
Answers:
E: Alas, no. A New York based company advertised for ‘Rockstar
1 You’re likely to be promoted next week.
copywriter’, which basically involves writing articles and social media
posts discussing the industry, and putting the CEO’s name to them. 2 It’s unlikely that they’ve received the documents yet.
C: So you’re unlikely to need to play the guitar then. 3 Maisy is certain to have known about this.
E: Ha, not professionally, no. 4 They’re likely to be discussing the matter now.
C: Well, thanks for joining us today, Elaine. One last thing, before you go, 5 Raj is certain to have been in the meeting.
though. 6 It’s highly likely that we’re going to be taken over next year.
E: Sure.
7 The CEO is unlikely to have given this much thought.
C: What did you want to be when you were eight years old?
E: Oh that’s easy, I wanted to be a chocolate taster. 8 We can be certain that robots will be doing our jobs in the
C: Mmm, nice work if you can get it! future.
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b Read the example with the class, then ask Ss to rewrite the 9a Ss complete the questions with the missing words. Ask Ss to
Unit 2
sentences in Ex 6a. Encourage them to refer back to the language cover Ex 8 while they do this and try to remember what the words
focus box to help if necessary. were, looking back to check only if necessary. When they have
finished, check answers with the class.
Answers:
1 It’s likely you’ll promoted next week. Answers: 1 open 2 lukeworm 3 came 4 willing 5 odds
2 They’re unlikely to have received the documents yet.
3 It’s certain that Maisy knew about this. b Ss discuss the questions in pairs. When they have finished, elicit
4 It’s likely that they’re discussing the matter now. a few answers from Ss.
5 It is certain that Raj was in the meeting.
6 We’re highly likely to be taken over next year. VOCABULARY BANK 2B p167
7 It’s unlikely that the CEO has given this much thought. Work practices
8 Robots are certain to be doing our jobs in the future. These optional exercises build on the lexical set in the
vocabulary section.
7a Ss complete the sentences so that they are true for them.
1 Ss complete the sentences individually, then check in
Monitor and help with vocabulary where necessary, writing any
pairs. Encourage them to use the context and the other
new words and phrases on the board. Check Ss are forming the
words in the sentence to work out the meaning of the
sentences correctly.
phrases in bold. Check answers with the class and elicit the
b Put Ss in pairs to share their sentences. When they have meaning of the phrases.
finished, ask a few Ss to share anything interesting they found out
about their partner with the class. Answers:
1 contracts – a type of employment contract where the
LANGUAGE BANK 2B pp.148–149 employer doesn’t have to guarantee a minimum number
Stronger classes could read the notes at home. Otherwise, of hours’ work
check the notes with Ss, especially which adverbs collocate 2 line – a manager in a company who is responsible for the
with which adjectives. In each exercise, elicit the first main activities of production, sales, etc.
answer as an example. Ss work individually to complete the 3 lieu – instead of (e.g. extra time off instead of payment)
exercises, then check their answers in pairs. In feedback, 4 income – income paid by the government to everyone
elicit Ss’ answers and drill the questions. Ss can refer to the 5 push – fired
notes to help them. 6 rank – use your authority over someone to make them do
what you want, especially unfairly
Answers: 7 misconduct – extremely bad behaviour or performance by
1 1 that 2 to 3 likely 4 It 5 ’re/are 6 to 7 to 8 that an employee that may lead to dismissal;
2 1 to 2 highly 3 that this will not 4 to 5 is 6 that pay – money or other things that you get when you have
7 likely 8 we to leave a company because your employer no longer has a
job for you
Further practice 8 appraisal – a meeting between a manager and a worker to
discuss the quality of someone’s work and how well they
do their job
2B Language focus 2, p180
9 procedures – a formal way for an employer to deal with an
App: 2B Grammar practice 1 and 2
employee’s unacceptable or improper behaviour;
manage – organise and control all the details of another
Vocabulary person’s work in a way that they think is annoying
10 rata – a payment or share that is calculated according
Agreement and disagreement to how much of something is used, how much work is
8 Ss read the sentences and decide if the words in bold describe done, etc.
agreement or disagreement individually, then check in pairs.
Explain that one of the phrases expresses a mixture of agreement 2a Ss complete the questions individually, then check in pairs.
and disagreement. Check answers with the class and be prepared Check answers with the class.
to give further explanations and examples where necessary. You Answers:
may also want to teach: be receptive to (A), be agreeable to (A) 1 misconduct 2 disciplinary 3 appraisal 4 zero 5 income
and come up against some backlash (D) so that Ss can use them in 6 line
the discussion in Ex 9b.
b Ss discuss the questions in pairs. When they have finished,
Answers: ask a few Ss to share their ideas with the class.
A: get on board with, be willing, are open to, go along with
D: be at odds with, receive some pushback, come up against Further practice
some resistance, take issue with, be loath to
Photocopiable activities: 2B Vocabulary, p181
Mixed: met with a lukewarm response
App: 2B Vocabulary practice 1 and 2
Vocabulary checkpoint
The word lukewarm was originally used to describe the
temperature of a food or a liquid, meaning it’s not hot or cold,
but a mixture of the two. Here it therefore means a mixture
of positive (hot) and negative (cold) responses. In this phrase,
lukewarm can be substituted with mixed, i.e. a mixed response.
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Speaking 13 When Ss have finished their discussions, ask each group
Unit 2
which two proposals they’ll implement and why. Then give the
Prepare class feedback on their language use.
10a 2.4 Tell the class that they’re going to discuss proposed
changes to their place of work or study, but first they’ll listen to Reflection on learning
two people doing the same. Go through the list of things with the Write the following questions on the board:
class so they know what to listen for. Ss listen and tick the things
What were the three most useful phrases you learnt in this
the speakers mention individually, then compare their answers in
lesson? Why?
pairs. Check answers with the class.
Are there any phrases you learnt which you don’t think you’ll
use in the future? Why not?
Answers: 3, 5, 7
Audioscript 2.4
A: OK Jitesh, here’s the list of suggested changes from Head Office
for the new year. We need to get back to them by Friday with our
opinions on them. What do you think of the first one? Homework ideas
J: I expect it’ll be very popular, and I think almost everyone will go along Language bank: 2B Ex 1–2, p149
with it. People are certain to want to spend more time at home. Workbook: Exs 1–5, p13
A: I’m not sure. Of course people like working from home, but a lot
of people like the atmosphere at the office, and find it hard to
get motivated at home. I think it’s likely to come up against some
resistance, especially if people are forced to work from home more.
J: Ah yes, I see your point. Maybe we could make it optional?
A: Yes, I think more people are likely to get on board with the idea that way.
J: So, the next item on the list is this idea of closing the canteen. I don’t
think people would be willing to accept that.
A: Agreed. Let’s ditch that idea.
J: OK, that was simple. What’s next?
A: Ah, this idea of moving the line managers round. I think it’s a great
idea. Not only will they gain a lot of useful experience, but the staff
get to meet more people in the company and make new connections. 2C Local issues
J: Hmm, I can see it getting a lukewarm response, myself. People form
relationships with who they work with, and don’t want to have that
shaken up at regular intervals.
A: Yes, but on the other hand, if you don’t get on with your boss you Introduction
know they’ll be moving along soon. The goal of this lesson is for Ss to discuss a proposal. To help
J: That’s true. OK, let’s implement it for a trial period of say, six months? them achieve this, they will learn or revise cleft sentences and
Then we can reassess it later.
vocabulary with positive and negative connotations.
A: Agreed.
Warm up
b Ss listen again and answer the questions individually, then
compare their answers in pairs. Check answers with the class. Start by telling Ss three things you wish you could change about
the local area where you live. Ask Ss to think of three things they
Answers: a closing the on-site canteen wish they could change individually and make notes. When they
b more working from home c swapping managers are ready, put Ss in pairs to share their ideas and discuss if they
agree with each other.
11 Give Ss plenty of time to consider the proposals in relation to
their own place of work or study. Monitor and help with vocabulary
where necessary, writing any new words and phrases on the Vocabulary
board. Connotation 2
Speak 1 Ask Ss to look at the photos and discuss the question in pairs.
When they have finished, elicit their answers and find out if others
12 Arrange Ss in small groups to discuss the proposals, using
agree. You could ask if they have experienced any of these issues
their notes from Ex 11. Encourage them to discuss each proposal
in their local area too.
in turn, then agree on which two to implement. Monitor and make
notes on Ss’ language use for later class feedback.
Suggested answers:
Optional extra activity A cyclists and cars sharing road space
B litter/recycling collection
Write the following phrases on the board: C pedestrianisation of town centres
I can’t imagine it will be very popular. Surely you don’t think … D people outside on their phones, not paying attention to
On the contrary. On the one hand, … , but on the other … . what’s around them / public transport
People aren’t likely to get on board with this, I don’t think.
Check understanding of the function of each phrase, then drill the 2a Ask Ss if they ever read local newspapers and what sort of
phrases chorally and individually with the class. Encourage Ss to letters or emails people write to them (usually ones complaining
use the phrases in their discussion. about local issues!). Give Ss a minute to read the letter and answer
the questions. Check answers with the class.
Answers:
1 the public transport system in the city (D) 2 angry
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b Focus attention on the words in bold in the letter and ask if Further practice
Unit 2
they’re generally positive or negative (negative). Ss match the
Photocopiable activities: 2C Vocabulary, p184
more positive words with those in the letter individually, then
App: 2C Vocabulary practice 1 and 2
check in pairs. Check answers with the class.
Answers: 1 e 2 a 3 b 4 d 5 c
Listening
3 Remind Ss of the work they did on connotation in Lesson 1C 5 2.8 Tell Ss that they’re going to listen to a radio interview
and explain that many words with a negative connotation have with a local councillor. Ss listen and identify the two issues the
positive equivalents. Put Ss in pairs to read the sentences and interviewer asks about. Check answers with the class.
discuss the differences in meaning. When they have finished,
discuss the answers with the class and what the words mean Answers: public transport and refuse collection
exactly in each context.
Audioscript 2.8
Answers:
S: It’s 8.20, and you’re listening to me, Sajid Meyer at breakfast. With me
1 a negative (the company treats them badly)
now is city councillor Elaine Miller. Good morning, Elaine.
b positive (the company gives them jobs where other E: Good morning, Sajid, and thanks for inviting me on the show.
companies wouldn’t) S: So, Elaine, I’d like to start with a text message from one of our
2 a positive (there’s a good nightlife) listeners, if I may. Robin from Wingate wants to know what the
b negative (opposite of peaceful) council’s going to do about the public transport problem in our city,
3 a positive (beautiful, historic) especially in Wingate, where buses run only once an hour, and they’re
expensive, especially for young people.
b negative (falling into disrepair)
E: Ah yes, well, we looked at this issue earlier in the year, and what
4 a negative (angry people/protesters)
we did was to look at ways of making sure any extra investment
b positive (a peaceful group of protesters) actually works.
5 a negative (not good quality) S: How do you mean?
b positive (provided for people on low incomes) E: Well, it’s no good just throwing money at these things. They have to
6 a positive (the council is being strong/determined) be planned carefully.
b negative (the council is being unfair) S: I’m sorry, but that sounds like an excuse for doing nothing to me. Are
you actively working to improve public transport in our city?
E: Of course we are, Sajid. Look. All I’m saying is that we have to
Optional extra activity invest sensibly and carefully. For example, one thing we’re doing is
With stronger classes, ask Ss to choose three of the words introducing a young person’s travel card, which will enable people
under 25 to get 25 percent off all fares. So that’s one example.
from Exs 2 and 3 and write a sentence for each. When they have
S: OK, thank you. Now we’ve had a number of emails and texts about
finished, put Ss in pairs and ask them to take turns to read each the thorny issue of refuse collection. You recently stated the council’s
sentence to their partner for them to rephrase the sentence with intention to change collections from once a week to once every two
a different connotation. weeks. How do you justify this?
E: Sorry, if I could just correct you there, Sajid. It was my colleague who
4 Read the example with the class, then put Ss in pairs to discuss made that statement, Neil Morton.
S: Oh, I do apologise. But it’s a penny-pinching measure that the
the points. When they have finished, elicit Ss’ answers and find
council’s introduced here, isn’t it?
out if others agree. E: Well listen Sajid, I love my job as a councillor but it’s not always easy.
And what I can’t stand is having to make cuts when we don’t have the
VOCABULARY BANK 2C p167 money in the budget. And I’m afraid this is one of those times where
Semantic prosody we have to be economical. We have to look for ways to save money so
that we can afford things like improving public transport.
These optional exercises build on the lexical set in the S: But what are people supposed to do with their rubbish? Surely this is
vocabulary section. an essential service?
1a Ss match the words and phrases in the two sets of E: It is an important service, yes. What I’m saying is that people’s rubbish
sentences individually, then check in pairs. Check answers will still be collected, just not quite as frequently.
with the class. S: OK, I’m afraid that’s all we have time for at the moment …
Answers: 1 b 2 a 3 c 4 e 5 d
6 Go through the questions with the class so they know what
b Ss answer the question individually, then check in pairs. to listen for and elicit what the Ss can remember, but don’t give
Check answers with the class. any answers yet. Ss listen to the interview again and answer the
questions, then compare their answers in pairs. Check answers
Answers: 1–5 introduce negative collocations, a–e introduce
with the class.
positive collocations.
2 Ss complete the collocations individually, then check in Answers:

pairs. Check answers with the class. 1 She wants to be sure the investment will work.
2 a travel card giving 25 percent off fares to people under 25
Answers: 1 be rife 2 achieve 3 perform 4 cause 3 It’s going to be collected every two weeks, not every week.
5 be committed to 6 upcoming 7 impending 8 abundant 4 She can’t stand having to make cuts when they don’t have
9 be (hell) bent on 10 commit the money in the budget.
3 Ss complete the sentences individually. Monitor and check 5 They’re saving money to invest in other things, such as
they’re using the collocations correctly. When they have public transport.
finished, put Ss in pairs to share their sentences and find out
if they have anything in common.
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Language focus 10a Demonstrate the activity first by telling the class your own
Unit 2
endings to the sentences. Ss complete the sentences individually.

Cleft sentences Monitor and help with vocabulary where necessary, writing any
7a 2.9 You may want to go through the extracts with the new words and phrases on the board.
class first and elicit Ss’ ideas as to how to complete the second b When they are ready, put Ss in pairs to share their sentences.
version of each sentence. Otherwise, give Ss a minute to read the Encourage Ss to ask follow-up questions to find out more
sentences individually so they know what to listen for. Ss listen information. When they are ready, ask a few Ss to share any
and complete the extracts individually, then check in pairs. Check interesting information they found out about their partner with
answers with the class. the class.
Answers: 1 What, did was 2 All, is that 3 It, who 4 What, is

LANGUAGE BANK 2C pp.148–149
b Ss discuss the question in pairs, then read the language focus Stronger classes could read the notes at home. Otherwise,
box and check their ideas. Check answers with the class. Answer check the notes with Ss, especially the use of All. In each
any questions they have about the information in the box. exercise, elicit the first answer as an example. Ss work
individually to complete the exercises, then check their
Answers: answers in pairs. In feedback, elicit Ss’ answers and drill the
1 to emphasise what they did questions. Ss can refer to the notes to help them.
2 to emphasise the point about the need for sensible and Answers:
careful investment 1 1 What we enjoy is playing video games. /
3 to emphasise the fact her colleague said it What we enjoy playing is video games.
4 to emphasise the fact that she hates it 2 It was Janice that drank your coffee.
3 It wasn’t me who wrote the letter.
Optional alternative activity 4 All I’m saying is that we need to save more money.
With weaker classes, write the following sentence on the board: 5 It was Jerry who ate your pear, not me.
Anna spoke to me last night. Explain that we can emphasise the 6 What we did was ask them to investigate.
person in this sentence by starting it with: It was Anna … and elicit 7 What I don’t like is doing the dishes. /
the rest of the sentence (… who spoke to me last night.). What I don’t like doing is the dishes.
Then, write on the board: I like meeting people in my job. Explain 8 It was at school that I learnt to sew.
that we can emphasise the action by starting with: What I like in my 2 1 What I hate is people that don’t clean up after themselves.
job is … and elicit the rest of the sentence (… meeting people.). Ss 2 It wasn’t me who called you late last night.
then read the language focus box and check their answers to Ex 7b. 3 It was because he stole a car that he was arrested.
4 All we need is a bit more money.
5 What she did was to stay up all night to finish her essay.
Language checkpoint 6 It’s my cousins who live in Chichester.
English has a lot of different types of cleft sentences and the 7 All we want is a second chance.
list here is by no means exhaustive. If Ss are interested in 8 It was because he studied a lot that he passed the exam.
this area you could ask them to research other types of cleft
sentences in English and report back to the class. Further practice
Photocopiable activities: 2C Language focus 1, p182;
8a 2.10 Ss listen to the sentences, paying attention to the 2C Language focus 2, p183
weak form of that. Explain that when used as a relative pronoun in App: 2C Grammar practice 1 and 2
this way, the weak form is always used.
b Play the recording again for Ss to listen and repeat. If necessary,
model and drill the sentences yourself. Speaking
Prepare
Teaching tip
11 Divide the class into two groups and refer them to page 177.
When focusing on weak forms, try not to isolate the weak form
Focus attention on the meeting agenda and check understanding
itself too much when drilling, as Ss will find it hard to say a
of each point. Ask the groups to prepare their arguments. Monitor
weak form naturally on its own. Instead, drill the whole phrase
and help with ideas and vocabulary where necessary, writing any
but ask Ss to focus just on the weak form.
new words and phrases on the board. Encourage Ss to use cleft
sentences and the vocabulary from the lesson in preparing their
9 With weaker classes, elicit the first answer as an example
arguments.
and write it on the board. Otherwise, Ss rewrite the sentences
individually, then check in pairs. Check answers with the class and Speak
write them on the board (or invite Ss to do so). 12a Arrange Ss in groups of four with two members from each of
the previous groups (you may need to have one group with three,
Answers:
five or six students depending on your class size). Ask them to
1 What I’m saying is that it’s not feasible to increase the number
discuss each item on the agenda and try to reach agreement on
of buses.
each one. Monitor and make notes on Ss’ language use for later
2 It was at the last meeting that we discussed regulations for
feedback.
dog walkers.
b Nominate a student from each group to report back to the class
3 What we did was to discuss the policy at length.
on their discussion and what (if anything) they agreed on. Give the
4 It’s on Clarence Road that we’d like to install speed bumps.
class feedback on their language use.
5 What many residents enjoy is cycling to work.
6 What we don’t know is how people will react.
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Unit 2
Reflection on learning
Write the following questions on the board: When they have finished Ex 2a, ask Ss to think of and write different
How confident do you feel using words with a positive or replies to comments 1–8. When they have finished, put Ss in pairs
negative connotation? and ask them to read out their replies in random order for their
In what other situations might you use cleft sentences? partner to guess which comment each one is a reply to.
finished, ask if anyone wants to share their ideas with the b Ss discuss the questions in pairs. When they have finished, elicit
class, but don’t force them to if they’d rather not. Ss’ answers and find out if others agree.
Suggested answers:
Homework ideas
1 people at work in a meeting
Ex 12a: Ss write a report on their meeting. 2 friends or family members talking about another friend or a
Grammar bank: 2C Ex 1–2, p149 family member
Workbook: Exs 1–4, p14 3 friends or colleagues, could be at work
App: grammar, vocabulary and pronunciation practice 4 colleagues in a meeting at work
5 friends, possible discussing a woman one of them likes
6 a boss talking to staff
7 colleagues outside work, at a party
8 colleagues at work
3a Ss choose the correct alternatives individually, then check in

Answers: 1 butt in 2 going off on a tangent 3 banter

4 thrash it out 5 broach the subject of 6 confer with
2D English in action 7 clam up 8 go on about
b Ss choose four of the sentences to make true for them

Introduction individually. Monitor and help where necessary and check Ss are
forming the sentences correctly.
The goal of this lesson is for Ss to practise managing a fast-paced
c Put Ss in pairs to share their sentences. Encourage them to ask
conversation. To help them achieve this, they will learn phrases for
follow-up questions to find out more information. When they have
keeping a conversation going and ending a conversation, as well
finished, ask a few Ss to share any interesting information they
as vocabulary related to conversation.
found out about their partner with the class.
Warm up
Listening 1
Divide the board in two halves and at the top of one half write
Advantages of speaking one to one. At the top of the other, write 4 2.11 Before Ss listen, you may want to pre-teach a budget
Advantages of speaking to people in a group. Elicit an example for (for a company), a leaflet drop, cab fares, get off work (a bit early)
each one (e.g. one to one: it’s easier to follow the conversation; and (supermarket) trolley. Ss listen to the conversations and guess
group: you don’t run out of things to say). Distribute some board where each one is, then compare ideas in pairs. Check answers
pens and ask Ss to come and write more ideas on the board, with the class.
then pass the pens around to other Ss to do the same. When they
have finished, go through the ideas on the board and find out if Answers: 1 at work 2 in the park 3 at a party
Ss agree.
Audioscript 2.11
1
Vocabulary E: Right, we don’t have much time, so let’s make this snappy. Basically,
Conversation we’ve come in under budget this year by about five thousand
pounds, and if we don’t spend that money, we won’t get it in next
1 Focus attention on the photos and elicit what Ss can see. Ask year’s budget. So, we need to decide what to spend it on, and fast.
Ss to think about speaking in English and their answers to the So, any ideas? Rob?
questions, then put them in pairs to discuss the questions. When R: Well, we could do with some more promotion of the Horta range. It’s
they have finished, elicit Ss’ ideas and have a brief class discussion. not been doing so well of late.
2a With weaker classes, you may want to go through the E: I don’t think we have time to launch a whole new campaign, not in
just a week.
expressions in bold first and check understanding of each one.
R: Yeah, but I was thinking of something small.
Ss match the comments with the replies individually, then check S: How do you mean?
in pairs. Check answers with the class and if you haven’t already, R: Maybe a leaflet drop? We’ve already got the design done so we could
check understanding of the phrases in bold. just run a few thousand off at the printers.
E: OK, maybe. Getting back to our ideas, what else have we got?
Answers: 1 g 2 f 3 e 4 a 5 d 6 b 7 c 8 h Steven?
S: Well our computers are getting a bit slow. At the very least the
operating system needs updating. I reckon we’d be looking at around
five thousand for all of us.
E: OK, that sounds doable. So far we’ve got the advertising idea and the
computers. Anything else?
S: Well, this is going to sound a bit silly.
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E: How so? c Ss add the phrases to the box individually, then compare their
Unit 2
S: Well, we don’t have a decent coffee machine here. answers in pairs and add any more phrases they can think of.
E: Really, Steven? You can do better than that.
Check answers with the class and write on the board any other
S: Wait, hear me out. Think of how much time it would save without the
phrases Ss think of.
need for coffee runs down to the café, for a start.
E: OK …
R: But – Answers: 1 b 2 d 3a 4c
S: And – let me finish – think of how good a morale boost it would be
for everyone. 6a Read the example with the class, then give Ss a couple of
E: OK, I see what you’re saying … minutes to choose a phrase from each section in the Useful
2 phrases 1 box and write what was said before it individually.
Y: So she comes in, sits down next to me, and doesn’t even say a word! Monitor and check that what Ss are writing makes sense.
M: How rude!
b Put Ss in pairs and ask them to read out what they wrote for
Y: I know, Malcolm! You’d think she’d want to apologise or something.
M: Also, do you remember that time she refused to admit she’d their partner to add the next line. Encourage them to keep the
borrowed that money off me? conversation going as long as possible. When they have finished,
M: Oh, hang on. That might be … oh, it’s nothing. Where was I? ask one or two pairs to perform their conversations for the class.
Y: That time she borrowed money off you.
M: Yep, so as I was saying, she said she just needed it for cab fares until
the end of the week when she got paid, but then when I asked her Listening 2
for it back the week after, you know, she just denied that it ever
7a 2.12 Tell the class that just as important as knowing how
happened.
Y: The cheek of it! Anyway, it’s the weekend. Let’s not talk shop. to continue a conversation is knowing how to end it. Ss listen to
M: Yeah, fair enough. So, did you read that … the endings and note down what each person says to end the
3 conversation, then compare their answers in pairs. Check answers
E: Hi, you’re Nikki’s sister, aren’t you? with the class.
A: I am indeed. I’m Abi, nice to meet you.
E: You too, I’m Ella. Answers:
A: So how do you know my sister? 1 I’ll let you get back to work.
E: Well, it’s a bit of a funny story. 2 Anyway, it’s getting late. I’d best be off.
A: Go on.
3 … sorry Ella, but I’ve just seen someone I need to talk to.
E: Well, I was in the supermarket, and …
C: Abi! You made it! It was lovely to meet you.; … it’s getting late. I might have to
A: Hey Carla! Yeah, I managed to get off work a bit early so I could come. make a move, too.
C: But I thought your boss was a nightmare, how did you wangle that?
A: It wasn’t that difficult really, I’ve had a good week. Audioscript 2.12
C: Sorry, I was interrupting.
E: No, not at all. I was just telling Abi how I met Nikki. 1
C: Oh, do tell! E: … Great, thanks both of you. I think that wraps things up nicely, I’ve
A: Yes, carry on, Ella. got lots to be working with there – I’ll have a think and let you know
E: So as I was saying, I was in the supermarket. what I decide.
A: Right. R: OK.
E: Pushing my trolley along, when she comes up and touches me on the S: Yeah, no worries.
arm and very politely says, ‘I think you’ve got my trolley.’ So I looked E: I’ll let you get back to work.
down and I didn’t understand, at first, because it really looked like S: Right, see you later.
mine. R: Yep, bye.
A: So what was going on? 2
E: Well, like I said, it looked just like my trolley, but when she pointed out Y: Anyway, it’s getting late. I’d best be off.
mine behind me, I realised I’d taken hers by mistake. But the funny M: Yeah, me too. See you at work tomorrow.
thing was, we’d bought almost exactly the same things! Y See you tomorrow, Malcolm.
C: No way! 3
A: Really? E: And she said the funniest thing. So we were talking about the time
E: So yes, so then we got talking and found out we’ve got loads in when we were at school and …
common, and she invited me here tonight. C: Oh hey sorry Ella, but I’ve just seen someone I need to talk to. It was
C: That’s hilarious! I first met Nikki in … lovely to meet you.
E: But hang on, there’s more … A: Yeah, well it’s getting late. I might have to make a move, too.
5a Go through the techniques and check understanding of each b Ss listen again and complete the phrases in the box, then
one. Ss listen again and tick the techniques the speakers use. compare their answers in pairs. Play the recording again if
Check answers with the class. necessary, then check answers with the class. Drill the phrases
chorally and individually.
Answers: a, b, c, e
Answers: 1 let you get 2 it’s getting 3 best be 4 just
b Explain that the phrases in the box relate to four of the 5 was lovely to 6 make a move
techniques in Ex 5a. Ss match the techniques with the groups of
phrases individually, then compare their answers in pairs. Check c Discuss the question as a class.
answers with the class.
Answer: The speakers use a falling intonation to indicate they
Answers: 1 b 2 a 3e 4c are ’closing’ the conversation.

their answers and have a brief class discussion.
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Speaking 2 Highlight that only four of the sentences contain a mistake.
Unit 2
Ss find and correct them individually, then check in pairs. Check
Prepare answers with the class.
9 Ask Ss to choose a topic and make notes. Monitor and help with
ideas and vocabulary where necessary, writing any new words and Answers:
phrases on the board. 1 They’ll have walked They’ll have been walking
2 I’ve been cutting I’d been cutting
Speak 3 correct
10a Arrange Ss in groups of three and direct them to the 4 we’ll have finished we’ve finished / we finish
relevant pages. 5 correct
b Ss practise their conversations, with Student A starting. 6 I’ve been seeing I’ve seen
Encourage Ss to use phrases from the Useful phrases boxes and
vocabulary from the lesson. Monitor and make notes on Ss’ 3 Ss order the words to make sentences individually, then check
language use for later feedback. When they have finished, ask Ss in pairs. Check answers with the class.
to swap roles and repeat until all Ss have had a chance to start a
conversation using their notes from Ex 9. When they have Answers:
finished, go through any common errors and examples of good 1 The music seems to be getting louder.
language use with the class. 2 The exam turned out to be a lot harder than we’d expected.
3 If you happen to see Jenny, please tell her to call me.
Reflection on learning 4 There seems to have been a misunderstanding earlier.
Write the following questions on the board: 5 Somebody appears to have been eating their lunch at
my desk.
Have you found it useful to learn how to maintain and end a
conversation?
4 Ss match the sentence halves individually, then check in pairs.
Which will be most useful outside class, do you think?
In what other situations are you most likely to use these
phrases?
Answers: 1 d 2 f 3 b 4 a 5 c 6 e
Ask Ss to think of and write different beginnings for the sentences
to replace 1–6. Monitor and help with vocabulary where
Homework ideas
necessary, writing any new words and phrases on the board. When
Workbook: Exs 1–4, p15 they are ready, put Ss in pairs to compare their sentences.
5a Ss decide if the words in bold have a positive or negative
connotation individually, then check in pairs. Check answers with
the class and ask them to explain by thinking of words which could
replace them in each sentence.
2 Check and reflect: Answers:

Units 1 and 2 1 + (= small but good)
2 – (= cheap/tasteless)
3 – (= not as positive as it could be)
4 + (= healthy)
Introduction 5 – (= small and bad)
Ss revise and practise the language of Units 1 and 2. The notes 6 – (= too loving/generous)
below provide some ideas for exploiting the activities in class, but 7 – (= unhealthy)
you may want to set the exercises for homework, or use them as a 8 – (= too positive/enthusiastic to be believable)
diagnostic or progress test.
b Ss discuss three of the questions from Ex 5a in pairs. Fast
1a Remind Ss that these are delexical verbs and if necessary finishers could discuss more. When they have finished, elicit
review the collocations with them from Lesson 1A first. Ss some answers and have a brief class discussion.
complete the sentences individually, then check in pairs. Monitor 6 With weaker classes, you could write the missing words on
and check they are using the verbs in the correct form. Check the board in random order for Ss to select and use. Ss complete
answers with the class. the sentences individually, then check in pairs. Check answers
with the class.
Answers: 1 make 2 go 3 do 4 take 5 give 6 get
Answers: 1 mildly 2 Needless 3 perfectly 4 short
b Ss discuss questions 3, 4 and 6 in pairs. Encourage them to ask 5 injury 6 point
follow-up questions to find out more information. In feedback,
ask a few Ss to share their ideas with the class and find out if 7 Ss choose the correct alternatives individually, then check in
others agree. pairs. Check answers with the class.
Answers: 1 set 2 downward 3 point 4 reverse 5 on

6 reverting
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8a Ss complete the sentences individually, then check in pairs.
Unit 2
Monitor and check they are using the correct continuous form to 2A Master your reading
complete each sentence. Check answers with the class.
Answers:
1 are becoming
Introduction
2 will be working Ss develop the reading skill of understanding a newspaper article
3 ’ll/will have been learning by learning how to recognise scepticism.
4 haven’t been doing
5 to be getting Warm up
6 ’m/am living
b Ss rewrite the sentences in Ex 8a so they are true for them Who is your favourite author?
individually. Why do you like them?
What kind of books do they write?
Which books of theirs have you read?
Which books of theirs would you like to read?
Answers: 1 b 2 d 3 a 4 c 5 e Ss discuss the questions in small groups.
1 Ss work in pairs to discuss the workplace trends. With weaker

10 Elicit the first answer as an example and make sure Ss
classes, go through each one first and check understanding.
understand they have to add a word to complete each of the
When they have finished, elicit Ss’ ideas and have a brief class
phrases in bold. Ss form the phrases individually, then check in
discussion.
2 Focus attention on the photos and ask if anyone has heard
of Danielle Steel. Elicit Ss’ ideas and go through the information
Answers: 1 get on board with 2 go along with
in the Culture notes below. Ss read the article and answer the
3 are open to 4 a lukewarm response 5 at odds with
questions individually, then check in pairs. Check answers with
6 come up against some resistance
the class.
11a Make sure Ss understand that they need to choose the
Answers:
option which doesn’t fit and that the other two options fit.
1 She writes up to seven books a year.
Ss choose the wrong options individually, then check in pairs.
2 It was greeted enthusiastically/positively.
3 It’s important for our performance at work and our mental
Answers: 1 b 2 c 3 a 4 b 5 a health.
b Demonstrate the activity by giving the class a couple of Culture notes

examples which are true for you, then ask Ss to make sentences Danielle Fernandes Dominique Schuelein-Steel is an
which are true for them. When they have finished, ask a few Ss to American romantic novelist. She was born on 14th August 1947
share their answers with the class and find out if others agree. in New York. She is the fourth bestselling author of all time and
12 Ss match the sentence halves individually, then check in pairs. has sold over 800 million copies of her books. She has written
Check answers with the class. over 175 books, including 146 novels. Nowadays, she lives in
California and Paris.
Answers: 1 b 2 d 3 a 4 e 5 f 6 c
3 Ss read the article again and decide individually if the
13 Ss complete the phrases individually, then check in pairs. statements are true, false or not given, then check in pairs.
Check answers with the class. Encourage Ss to correct the false statements. In feedback, check
Answers: 1 pick 2 brings 3 mind 4 introduction 5 going
6 as 7 best/better 8 move Answers:
1 F – It is built to resemble a stack of her own books.
Reflect 2 F – Glamour magazine made a passing reference to her work
Ask Ss to rate each statement individually, then compare in pairs. schedule.
Encourage them to ask any questions they still have about any of 3 T
the areas covered in Units 1 and 2. 4 T
5 NM
Homework ideas 6 F – The writer of the article says While you could work that
App: grammar, vocabulary and pronunciation practice long, especially as a one-off.
7 F – People are beginning to believe this because of an
Roadmap video increased awareness of the importance of sleep for mental
Go online for the Roadmap video and worksheet. health.
8 NM – The article only says People … wake up feeling fully
alert.
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4 Ss choose the correct options individually, then check in pairs.
Unit 2
Encourage them to locate the phrases in the article and use the 2B Master your listening
surrounding text to help them decide. Check answers with the
class and be prepared to give further explanations and examples
if necessary.
Introduction
Answers: 1 b 2 a 3 a 4 b Ss develop the listening skill of understanding an informal
explanation by learning how to recognise understatement.
5a You could discuss this question as a class. Elicit Ss’ ideas, but
don’t confirm them yet. Warm up
Answers: Think of someone you know who does a job (preferably an unusual
The writer thinks it is an exaggeration or not accurate. In other one). Draw a simple sketch of them on the board, including a piece
words, the writer is sceptical. of equipment they use or clothing they wear at work. Introduce
We know because of the way the writer shows her scepticism this person to the class and tell them as much about their job as
in the article, for example: doubt has been voiced as to the you can. Put Ss in pairs to do the same, drawing a simple sketch of
accuracy of Steel’s self-assessment. the person and something they use or wear at work. Alternatively,
Ss might also mention any or all of the techniques for if they don’t want to draw, they could write two or three things the
expressing scepticism in the focus box. person uses or wears in their job. Ss then share information about
the person. When they have finished, ask a few Ss to summarise
b Give Ss time to read the Focus box and check their answers the information they found out for the class.
to Ex 5a. Answer any questions Ss have about the information in 1 Focus attention on the photo and elicit what the man’s job is
the box. (a boxer). Put Ss in pairs to think of a question to ask him. When
6 Go through the extracts with the class and elicit Ss’ ideas as they are ready, elicit Ss’ ideas.
to how each one shows the writer is sceptical. Ss then match the 2a 2.5 Go through the questions so Ss know what to listen
extracts with the techniques in the Focus box and check in pairs. for. Tell Ss that they will hear just the answer to the question
Check answers with the class. each speaker has been asked. Ss listen and answer the questions
individually, then check in pairs. Don’t check answers yet.
Answers: 1 3 2 1 3 2 4 1 5 4
Audioscript 2.5
7 Ss read the text and identify the ways the writer shows he or 1
she is sceptical, then compare their ideas in pairs. Check answers A: What does it feel like? Well, it’s part of the job, you know. If you’re not
with the class. willing to get knocked out, you’re in the wrong job, you know what
I mean? But yeah, what does it feel like? Well, when it happened to
Answers: me, back in the day, it didn’t feel like anything much. One minute
We know the writer of the text is sceptical because he or she: I was lying there in the ring and y’know, the next … I was waking
up and I wasn’t too clear what’d happened in between! Kinda like
• emphasises the extreme parts of the claim: will completely
when you have an operation, you know, and you gotta have a
disappear general anaesthetic. Ever had that? So, like, the doctor or surgeon or
• suggests supporters are being too positive: gushes Future whatever asks you to count down from ten and you get to seven and
Psychology magazine then nothing. Bam! Nothing! You’re out. Getting knocked out in the
• expresses doubts in a neutral way: Some people have ring is like that – least it was in my time. And like, actually, getting
suggested that … knocked out, that ain’t the problem. It’s waking up again, that’s the
problem. First you don’t feel a thing when you come round but slowly
you kind of get your senses back and then, then it can sting a bit!
The first time it happened to me I came round and I saw the referee
elicit their ideas and round off the lesson with a class discussion. standing over me and I asked him if I’d won! Ha! It wasn’t the smartest
question but then you can’t really blame me for that, can you. I’ve
Homework ideas seen boxers come round and ask when the fight is gonna start, you
Workbook: Exs 1–6, pp.16–17 know! Dear me …
2
B: It’s hard to say, really, there isn’t one type that causes all the trouble
– it just depends on the person. Sometimes you get problems from
the people you’d least expect like this woman I had a couple of
months back with her two little kiddies. She wanted crisps for her
little ones but we’d run out so I explained that to her but she just
seemed to take issue with it. She started shouting and then she
demanded to talk to my supervisor. Well, I was the senior attendant
on the flight! So, of course, you try to keep your cool and say you
understand and then explain again why it’s not possible … and you
expect a bit of pushback sometimes, don’t you, you know, people
have paid a lot of money, but, well, when someone goes berserk
because you haven’t got the right kind of snacks well, then I think
they’re taking it just a bit too far. I mean, really, all that fuss over a
bag of crisps. I think she was just tired and stressed with her two kids
you know, and she just wanted to take it out on someone and I was
in the firing line. In the end I had to warn her that unless she calmed
down I’d have to inform the captain and he would inform the ground
crew and she’d be escorted off the plane by the police when we
arrived. That shut her up! But I guess that doesn’t really answer your
question, does it? Listen to me just chattering on …
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3 they’re taking it just a bit too far. I mean, really, all that fuss over a
Unit 2
C: Now! That’s a question. Well, I’d have to say: working with my bag of crisps. I think she was just tired and stressed with her two kids
colleagues. They wind me up something rotten, they do! I’ll give you you know, and she just wanted to take it out on someone and I was
an example. I was working the late shift once and the station was in the firing line. In the end I had to warn her that unless she calmed
closed, it was gone midnight, and I was waiting for the lift back up down I’d have to inform the captain and he would inform the ground
when the supervisor radioed me to check the platform ’coz he said crew and she’d be escorted off the plane by the police when we
there was someone still there – he could see them on the CCTV, a arrived. That shut her up! But I guess that doesn’t really answer your
woman, he said. Well I hadn’t seen anyone but I thought maybe question, does it? Listen to me just chattering on …
someone had hidden under the benches ‘coz they wanted to spend 3
the night in the station, you know, happens sometimes, they I: So, let me ask you this question.
wanna keep warm ’an all. So I went down again and I walked to the C: OK.
end of the platform not a soul around, and I radioed back to my I: What’s the worst thing about your job?
supervisor and I said ‘Well I can’t see anyone’ and he said ‘What are C: Now! That’s a question. Well, I’d have to say: working with my
you talking about, Stan? She’s right there standing next to you!’ colleagues. They wind me up something rotten, they do! I’ll give you
Well I hotfooted it out of there, I can tell you. I didn’t hang around! an example. I was working the late shift once and the station was
Didn’t bother waiting for the lift! Ran up those steps double-quick closed, it was gone midnight, and I was waiting for the lift back up
time I did, all one hundred and seventy-five of them, and when I got when the supervisor radioed me to check the platform ’coz he said
to the control room I was shaking like a leaf. Out of breath and there was someone still there – he could see them on the CCTV,
shaking like a leaf! Anyway, there in the control room was my a woman, he said. Well I hadn’t seen anyone but I thought maybe
supervisor and a couple of other colleagues laughing their heads someone had hidden under the benches ‘coz they wanted to spend
off. It was all a big wind up. They thought it was the funniest thing the night in the station, you know, happens sometimes, they wanna
ever, but I wasn’t laughing I can tell you. Got a very lukewarm keep warm ’an all. So I went down again and I walked to the end of
response from me, that did. Yeah, so, like I say, working with those the platform not a soul around, and I radioed back to my supervisor
colleagues, that’s my answer. Enough to send you to an early grave. and I said ‘Well I can’t see anyone’ and he said ‘What are you talking
about, Stan? She’s right there standing next to you!’ Well I hotfooted
b 2.6 Tell Ss that they will now hear the questions as well as
it out of there, I can tell you. I didn’t hang around! Didn’t bother
waiting for the lift! Ran up those steps double-quick time I did, all
the answers they heard in Ex 2a. Ss listen and check their answers
one hundred and seventy-five of them, and when I got to the control
to Ex 2a. Check answers with the class. room I was shaking like a leaf. Out of breath and shaking like a leaf!
Anyway, there in the control room was my supervisor and a couple
Answers: of other colleagues laughing their heads off. It was all a big wind up.
1 and 2 They thought it was the funniest thing ever, but I wasn’t laughing
Speaker 1: (ex-)boxer; What does it feel like to get knocked out? I can tell you. Got a very lukewarm response from me, that did.
Speaker 2: flight attendant; What kind of passengers are the Yeah, so, like I say, working with those colleagues, that’s my answer.
Enough to send you to an early grave.
most annoying?
Speaker 3: tube driver; What’s the worst thing about your job?
c Give Ss a couple of minutes to go through the questions, or
Audioscript 2.6 go through them with the class and check understanding. Ss
listen again and answer the questions, then check in pairs. Check
1
I: So, let me ask you, what does it feel like to get knocked out?
A: What does it feel like? Well, it’s part of the job, you know. If you’re not
willing to get knocked out, you’re in the wrong job, you know what I Answers:
mean? But yeah, what does it feel like? Well, when it happened to 1 because it’s part of the job
me, back in the day, it didn’t feel like anything much. One minute I was 2 when you come round and get your senses back
lying there in the ring and y’know, the next … I was waking up and I 3 because she wanted some crisps and they had run out
wasn’t too clear what’d happened in between! Kinda like when you 4 because the passenger was tired and stressed
have an operation, you know, and you gotta have a general anaesthetic.
5 his supervisor said he’d seen someone on the station platform
Ever had that? So, like, the doctor or surgeon or whatever asks you to
count down from ten and you get to seven and then nothing. Bam!
6 his supervisor was playing a joke on him
Nothing! You’re out. Getting knocked out in the ring is like that – least
it was in my time. And like, actually, getting knocked out, that ain’t 3a Ss choose the correct meanings individually, then compare
the problem. It’s waking up again, that’s the problem. First you don’t their answers in pairs. Don’t give any answers yet.
feel a thing when you come round but slowly you kind of get your b Ss read the Focus box and check their answers. Check answers
senses back and then, then it can sting a bit! The first time it
with the class and answer any questions Ss have about the
happened to me I came round and I saw the referee standing over me
and I asked him if I’d won! Ha! It wasn’t the smartest question but then information in the box.
you can’t really blame me for that, can you. I’ve seen boxers come
round and ask when the fight is gonna start, you know! Dear me … Answers: 1 c 2 b
2
I: So, I have a question for you. Optional alternative activity
B: OK? Go ahead.
With stronger classes, write the two phrases on the board and
I: What kind of passengers are the most annoying?
B: It’s hard to say, really, there isn’t one type that causes all the trouble ask Ss to close their books. Put Ss in pairs to discuss the meanings.
– it just depends on the person. Sometimes you get problems from When they are ready, elicit Ss’ ideas but don’t give any answers
the people you’d least expect like this woman I had a couple of yet. Ss then read the Focus box as in Ex 3b, then return to Ex 3a
months back with her two little kiddies. She wanted crisps for her and choose the correct option for each phrase.
little ones but we’d run out so I explained that to her but she just
seemed to take issue with it. She started shouting and then she
demanded to talk to my supervisor. Well, I was the senior attendant
4a Ss read the extracts and decide individually which are
on the flight! So, of course, you try to keep your cool and say you understatements, then compare their answers in pairs. Encourage
understand and then explain again why it’s not possible … and you them to refer back to the Focus box for help if necessary. Check
expect a bit of pushback sometimes, don’t you, you know, people answers with the class.
have paid a lot of money, but, well, when someone goes berserk
because you haven’t got the right kind of snacks well, then I think Answers: 2, 5, 6
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b Put Ss in pairs to discuss what the speaker really meant in each 6 Demonstrate the activity by telling Ss about your job using
Unit 2
case, then go through the answers with the class. understatements. Give Ss time to make notes on what they’re
going to say. Monitor and help with vocabulary, writing any new
Answers: words and phrases on the board. Encourage them to refer back to
2 they’re actually taking it very far, i.e. over-reacting the Focus box to help them. Put Ss in pairs to tell each other about
5 he ran upstairs very quickly their job or studies. When they have finished, ask a few Ss to
6 he thought it was mean summarise what their partner said for the class.
c Focus attention on the first sentence and elicit a possible Homework ideas
answer from the class and write it on the board. Ss then work Workbook: Exs 1–3, p18
individually to rewrite the other sentences. Monitor and help
where necessary. When they have finished, elicit Ss’ ideas and find
out if they’re similar.
Suggested answers:
1 When I gave her the news, she wasn’t exactly happy. 2C Master your writing
2 She bought a new electric bike. It wasn’t cheap.
3 He’s no fool.
4 That’s not great behaviour.
Introduction
5a 2.7 Tell Ss that they’re going to listen to a zookeeper and a Ss develop the skill of writing project communications by learning
judge talking about their jobs. Ss listen and find two examples of how to reject ideas and ask for changes.
understatement from each person. Don’t give any answers yet.
Audioscript 2.7 Warm up

1 Write on the board: A camel is a horse designed by committee
I: Where do zoos get their animals from? and Too many cooks spoil the broth. Ask Ss what they think
Z: Now, that’s a good question and it kind of depends what sort of zoo these sayings mean (that too many people giving input to an
you’re talking about. Modern, reputable zoos tend not to buy animals idea can spoil the original vision). Discuss with the class whether
because it’s almost impossible to know where they come from. They they agree or disagree with the sayings and if they can think of
might have been stolen from the wild for example. Other zoos, less
examples to illustrate their opinions.
reputable ones, well, I guess they might have fewer ethical issues
with it, so to speak. But for us at least, buying animals when we 1 If you have ever complained about something in writing
don’t know the source or how they came into the country, well that’s
then introduce the activity by telling Ss about it. Ss discuss the
a no-no. Having said that, there is a website that zoos sometimes
use – it’s kind of like an e-bay for zoo animals, but it works more like a questions in pairs. When they have finished, elicit Ss’ answers and
trading system, i.e. no money changes hands. We had a bird recently have a brief class discussion.
that wouldn’t stop having babies. We ended up with over thirty of 2 Give Ss a few minutes to quickly read the exchanges and answer
them, so it was good to be able to share them with zoos in other the questions, then check in pairs. Check answers with the class.
places, and we got some animals in return: some otters, an iguana
and a Siberian hunting spider if I recall correctly …
Answers:
2 1 to publish a magazine
I: Do you have to think a lot before deciding on a punishment?
2 1 an illustration
J: Absolutely. If you don’t think a lot you’re not doing your job right. I
often wake up at three in the morning thinking about a case that 2 photos
requires me to decide on a suitable punishment the next day. If I 3 printing the magazine
get it right, that person will learn from their mistake and move on. 3 1 The style of the artwork is too young.
If I get it wrong, that person might commit the same crime again, 2 The invoice for the work is higher than agreed.
or something worse. That’s not a small responsibility. Of course, 3 The date for the printing of the magazine has been delayed.
there are guidelines and recommendations that we refer to when
sentencing people, but still, you get a fair amount of leeway because
3 Ask Ss to find the words and phrases in the communications,
every case is different and there are always different circumstances
behind them. I guess you really should be asking me if I think a lot then check in pairs. Check answers with the class.
after sentencing someone, and the answer to that is yes too. Once I
let someone walk free with just a penalty fine. A week later he held Answers:
up a bank. I wasn’t pleased and yes, I felt responsible. But of course, 1 As per the brief
it’s easy to know what’s right and what’s wrong with the benefit of 2 our target demographic
hindsight. 3 signed off
4 Re:
b Put Ss in pairs to compare their answers. Play the recording 5 We’re working to a tight budget
again if necessary, then check answers with the class. 6 the agreed amount
7 Could you confirm that …
Answers: 8 make alternative arrangements
Zookeeper: Other zoos, less reputable ones, well, I guess they 9 This would be a matter of regret for us
might have fewer ethical issues with it, so to speak
Judge: That’s not a small responsibility; I wasn’t pleased and yes, Optional alternative activity
I felt responsible.
With weaker classes, you could write the answers on the board
in random order first, then ask Ss to find them in the texts and
match them with their meanings.
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4a Read the example with the class, then put Ss in pairs to find
Unit 2
other examples of how Althea uses tact to ask for changes or to

reject ideas. When they have finished, elicit Ss’ ideas but don’t give
any answers yet.
b Give Ss time to read the Focus box, then check their answers to
Ex 4a. Go through the Focus box and respond to any queries
Ss have.
c Ss identify the examples in the emails and messages not in the
Focus box individually, then compare their answers in pairs. Check
Answers:
1 Use we rather than you or I :
we will need a revised version of the artwork
we still have time left to create a new draft
we have to stick to the agreement, I’m afraid
that’s why we always agree the fee in advance
I sincerely hope we will be able to find a way to achieve the
originally agreed date
2 Sandwich requests for changes between compliments:
The artwork has a unique style that really stands out. … we
will need a revised version of the artwork … It’s great that
you could meet the deadline
I appreciate your kind offer of a discount … I sincerely hope
we will be able to find a way to achieve the originally agreed
date. Could you confirm that this is possible? … your services
have been highly recommended
3 Include reasons:
our magazine is trying to appeal to a late teenage / early
20-something audience and that means that we will need a
revised version of the artwork …
I’m afraid that the new delivery date is unworkable for us …
having copies of the latest issue is absolutely crucial.
4 Adapt language to suit recipient:
Thanks very much for …
I appreciate your kind offer of …
Prepare
5 Focus attention on the emails and messages and ask Ss what
the project is (the redesign of a house and garden in Borneo
Drive). Give Ss a few minutes to read them and identify what the
problems are and what changes are required, then check the
answer with the class.
Answers:
1 The garden was meant to be simple and affordable but the
design is too luxurious and too expensive.
2 The resdesign of the house is a bit old-fashioned and double
the budget. A cheaper and more modern option is wanted.
Write
6 Remind Ss of the techniques in the Focus box, then ask Ss to
write a response to each communication in Ex 5. Monitor and help
where necessary, offering corrections and suggestions where
necessary.
7a Put Ss in pairs to swap drafts and read each other’s
responses, using the information in the Focus box to help them
offer suggestions.
b Ss write a second draft, following their partner’s suggestions.
If you are short of time, Ss could do this for homework.
Homework ideas
Ex 7b: Ss write a second or final draft of their messages.
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Unit 3
3A Ideas
The goal of this lesson is for Ss to use brainstorming techniques.
To help them achieve this, they will learn or revise question forms
and vocabulary related to ideas.
3A Ideas
Goal | use brainstorming techniques Warm up
Language focus | question forms
Put Ss in pairs and give them a few minutes to brainstorm a list of
Vocabulary | ideas
possible ideas for a class outing next weekend. When the time is
up, ask each pair to choose their best idea. Elicit their ideas and
Can compare and evaluate different ideas using a range of
linguistic devices
ask the class to vote for the best idea via a show of hands. Ask
them to report back to the class on how they came up with ideas
3B Problems, problems and how they chose the best one.
Goal | solve a problem
Language focus | reason clauses
Vocabulary | problems and solutions Listening
Can describe the details of problem-solution relationships using 1 Focus attention on the pictures and elicit what they show. Ss
a range of linguistic devices discuss the questions in pairs. When they have finished, elicit their
ideas, but don’t give any answers to question 1 at this stage.
3C Fact or fiction?
Goal | discuss how to fact-check news stories 2 3.1 Tell the class they’re going to listen to an interview with
Language focus | ways of modifying adjectives an expert about brainstorming techniques. Ss listen and identify
Vocabulary | the news and reporting which order the techniques in the pictures are mentioned. Check
GSE learning objective answers with the class.
Can give reasons and explanations for their opinions using
linguistically complex language Answers: The correct order is B (role storming),
D (reverse brainstorming), A (round robin brainstorming),
C (quiet brainstorming).
Goal | summarise information
Vocabulary | idioms related to clarity
GSE learning objective Audioscript 3.1
Can participate in discussions using linguistically complex P: Good morning, and welcome to ‘Concepts’, the programme which
language to compare, contrast and summarise information looks at new ideas in business. I’m Billie Porter, and with me today is
Professor Kaleb Stein from the University of Norfolk. Good afternoon,
Roadmap video
Professor Stein.
Go online for the Roadmap video and worksheet. K: Good afternoon, and thanks for inviting me on the show today.
P: You’re very welcome. Now professor, you’re going to talk to us about
VOCABULARY BANK brainstorming today, aren’t you?
K: Yes, that’s right.
3A Prefixes with similar meanings P: Isn’t brainstorming basically just people thinking of ideas together?
K: Well yes, in its most basic form, but there’s more to it than that.
3C Verbs related to reporting For example, it’s an important foundation of any brainstorming
technique that no criticism of ideas is involved. It’s – if you like – a
MASTER YOUR SKILLS free-for-all. But there are also many different types of brainstorming
techniques, suitable for different types of situations and challenges.
3A Master your reading P: Like what?
Goal | understand business articles K: Well, let’s start with a fun one which we call ‘Role Storming’.
Focus | evaluating the effectiveness of an argument P: Sorry, you call it what?
K: ‘Role Storming’. Say you want to think about your best customers,
what exactly is it that makes them so loyal, etc. You can think of your
Can critically evaluate the effectiveness of a linguistically
own ideas, of course, and that’s great, but what you can also do is
complex article
imagine you are different people and think about what they would
3B Master your writing say. What would your biggest competitor say about it? What would
Goal | write a proposal someone from a different country say? It helps you generate more
Focus | using persuasive language ideas by imagining different perspectives than your own.
P: I see, well that sounds fun.
GSE learning objectives
K: Another technique – one of my favourites, actually, is reverse
Can use persuasive techniques appropriately in formal writing
brainstorming.
3C Master your listening P: Reverse brainstorming? What’s that?
K: So instead of thinking of ways to solve a problem, you present a
Goal | understand a formal talk and informal conversation on
problem and ask people to think of ways it might come about. Let’s
the same topic
say, for example, you’re looking at ways to improve communication
Focus | recognising differences in formality
within your team. You start by flipping the issue, so imagine you’re
GSE learning objective looking at ways to make communication worse. Then you brainstorm
Can follow a fast-paced conversation between fluent speakers the ways in which those situations might come about.
well enough to be able to contribute P: Right, so you mean you ask people to think of how to cause problems?
K: Exactly. Then you can look at ways of avoiding those problems in the
future.
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P: Curious indeed! What about if we’ve got a group where only a few 6 Ss discuss how the meaning changes in pairs. When they have
Unit 3
people contribute and everyone else sits in stony silence? finished, elicit Ss’ ideas.
K: Aha. Well, you can do ‘Round Robin’ brainstorming. Basically, you
go round the group and get one idea from each person, and then
Suggested answers:
you keep circling round till everyone has run out of ideas. This puts
more pressure on the people in the session, but encourages wider 1 It expresses surprise or disbelief.
participation. 2 The person is checking by paraphrasing.
P: I see. These approaches sound really useful, but what if the 3 It’s less direct, probably broaching a difficult subject.
participants, for whatever reason, find it hard to come up with ideas? 4 It emphasises the delay.
I wonder if you could tell our listeners what they should do in that 5 a is looking for agreement, while b is more of an objective
situation? question.
K: Well there are a number of reasons why this might happen, and
6 It’s a more polite way of asking a sensitive question.
one might just be the fear of sounding silly, especially in front of
superiors. So that’s when a ‘quiet brainstorming’ technique might be 7 It’s a fairly loaded question, criticising the person for not
useful. reading it first.
P: And what does that involve?
K: So all of the participants write their thoughts down at the beginning 7a Elicit or give one or two examples, then ask Ss to write their
of the brainstorming session, to give them time to think before own questions. Monitor and check Ss are forming the questions
suggesting their ideas. It’s quite common these days to have a quiet
correctly.
brainstorming period before the main phase of a brainstorming
session. b Put Ss in pairs to ask and answer their questions. Encourage
P: Very interesting, professor. Well, I’m afraid that’s all we’ve got time for them to give more information where possible. In feedback, ask a
today, but thank you very much for coming to speak to us. few Ss to share any interesting information they found out about
K: Thank you. their partner with the class.
3 Ss discuss the questions in pairs. When they have finished, LANGUAGE BANK 3A pp.150–151
elicit their answers and have a brief class discussion. Stronger classes could read the notes at home. Otherwise,
check the notes with Ss, especially on how to soften difficult
Language focus questions. In each exercise, elicit the first answer as an
example. Ss work individually to complete the exercises, then
Question forms check their answers in pairs. In feedback, elicit Ss’ answers
4 Give Ss time to read through the language focus box and ask and drill the questions. Ss can refer to the notes to help them.
any questions they want to. Then ask Ss to add questions a–f in
Answers:
the correct places in the box. Check answers with the class.
1 1 Don’t 2 do you 3 it 4 Can/Could 5 Aren’t
Answers: 1 b 2 c 3 e 4 f 5 a 6 d 6 is it that 7 where 8 whether/if
2 1 You lost how much?
2 Who was it that broke the table?
Language checkpoint 3 Isn’t it difficult to get up so early?
Another question form used in the recording is How come + 4 Could you tell me why you stayed at home?
statement (= Why? ). This is a very informal form, only really 5 What is it that you wanted to talk about?
used in spoken English. 6 Could you tell me if you’re available?
How come we haven’t been advertising? 7 Didn’t you want to find out what happened?
8 Let’s leave it there, shall we?
5a 3.2 Play the recording for Ss to listen and notice what
happens to the intonation. Make sure they focus on what happens Further practice
at the end of the question, as this is where the main pitch change
occurs. Check the answer with the class. Photocopiable activities: 3A Language focus 1, p185;
Answer: The intonation rises. App: 3A Grammar practice 1 and 2
b Play the recording again for Ss to listen and repeat. Model and
drill the questions yourself if necessary.
Vocabulary
Ideas
Pronunciation checkpoint 8 Put Ss in pairs to discuss the meaning of the phrases in bold.
It’s often thought that, as a general rule, our intonation falls Encourage them to use the context to guess the meaning. Check
at the end of open questions (e.g. Why is it that we don’t answers with the class.
see more of this? ) and rises at the end of yes/no or closed
questions (e.g. Do you like cheese? Would you like tea or Answers:
coffee? ). However, in reality, the way our intonation rises or 1 suddenly think of something
falls depends on a variety of other factors, such as whether 2 suddenly comes to my mind
we’re referring to new or shared/previously mentioned 3 I realised it for the first time
information. So for example, when we ask about new 4 talk about ideas with other people in order to get their
information (e.g. How come you didn’t check with me first? ) opinion
our voice generally falls, whereas when we’re referring to 5 a very clever idea
something previously mentioned (e.g. You paid how much? ) 6 a sudden idea
our voice rises. Rather than teaching hard-and-fast rules for 7 don’t have any ideas
intonation, it’s better to provide examples for Ss to listen to 8 made me think of something
and mimic, varying their intonation appropriately. 9 a sudden clever idea
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Speak
Unit 3
11a Ask Ss to carry out their chosen brainstorming technique in
Bright idea is often used sarcastically to show that the idea
their group, using the ideas they came up with in Ex 10b. Monitor
wasn’t very clever. It’s commonly used in a question, e.g.
and make notes on Ss’ language use for later feedback.
Whose bright idea was it to leave the front door unlocked?
b Nominate a student from each group (or ask the group to) to
report back on what they came up with. Give Ss feedback on their
language use as a class.
Answers: 1 bouncing 2 springs 3 occurred 4 dawned
5 brainwave 6 ideas After they’ve finished their sessions, Ss could choose a different
situation and technique and repeat Exs 10–11.
b Put Ss in pairs to go through the sentences and discuss which
are true for them. Encourage them to think of examples where
they’re true. In feedback, elicit answers from a few Ss and find out
if others agree. Write the following questions on the board:
What were the most useful brainstorming techniques in
VOCABULARY BANK 3A p168 the lesson?
In what types of situations might you use each technique in
Prefixes with similar meanings
the future?
These optional exercises build on the lexical set in the
vocabulary section.
1a Elicit the first answer as an example. Ss match the pairs
of prefixes with the groups of words individually, then check
Homework ideas
Answers: 1 macro-/micro- 2 hyper-/hypo- 3 inter-/intra-
Language bank: 3A Ex 1–2, p151
5 re-/pro- 4 bi-/multi- 6 over-/under-
b Ss match the meanings with the prefixes individually, then App: grammar, vocabulary and pronunciation practice
Answers: 1 inter-/intra- 2 re-/pro- 3 bi-/multi- Fast route: continue to Lesson 3B

4 over-/under- 5 hyper-/hypo- 6 macro-/micro- Extended route: go to p110 to Master your reading
2 Elicit the first answer as an example, then ask Ss to

complete the rest of the sentences individually before
checking in pairs. Check answers with the class and write
them on the board (or invite Ss to do so).
Answers: 1 Microbiology 2 underpaid 3 reduce

4 intrastate 5 hypercritical 6 bilateral 7 overachiever 3B Problems, problems
8 hypertension
3a Ss write their definitions individually. Monitor and help

with vocabulary where necessary and check Ss’ definitions Introduction
are accurate. The goal of this lesson is for Ss to solve a problem. To help
b Put Ss in pairs to read out their definitions for their them achieve this, they will learn or revise reason clauses and
partner to guess. When they have finished, ask a few Ss to vocabulary related to problems and solutions.
read out their definitions for the class to guess.
Warm up
Write on the board: crossword, wordsearches, jigsaw puzzles,
Further practice
Sudoko and logic puzzles. Put Ss in pairs to discuss which of these
Photocopiable activities: 3A Vocabulary, p187 types of puzzle they like doing and if there are any other similar
App: 3A Vocabulary practice 1 and 2 types of puzzle they enjoy doing.
Speaking Vocabulary
Prepare Problems and solutions
10a Put Ss in groups to choose a situation and refer them back 1a Focus attention on the puzzles, then put Ss in pairs to try and
to the brainstorming techniques they heard about in Ex 2 in order solve them. When they have finished, go through the answers
to choose one to use. with the class.
b Ss think of ideas on their own and make notes. Monitor and
help with ideas and vocabulary where necessary, writing any new Answers:
words and phrases on the board. A There are four times as many hens and four times as many
days.
3 x 4 x 4 = 48 eggs
B 4 + 4 + 3 x 15 = 165
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b Ss discuss the questions in pairs. When they have finished, elicit Language focus
Unit 3
Ss’ answers and have a brief class discussion.

2 Before Ss read the blog post, you may want to pre-teach the
Reason clauses
following: much to our chagrin (= it annoys us) and a gut feeling 6 3.4 Tell Ss they’re going to hear three conversations, each
(= something you feel to be true, a suspicion). Ss read the blog discussing a different problem. Ss listen and identify the problem-
post to find out if any of their ideas from Ex 1b are mentioned. solving technique from the blog in Ex 2 that is recommended for
each one. Check answers with the class.
3a Read the example of how to guess the meaning with the
class, then put Ss in pairs to do the same with the rest of the
Answers: 1 Walk away 2 Try on a new hat
words and phrases in bold in the blog post. Encourage them to
3 Context, not content / Unleash your inner five-year-old
use the surrounding text to help them. When they have finished,
check the meaning of each word or phrase with the class.
Audioscript 3.4
Answers: 1
take stock : look at the whole situation Z: And next on the line we have Carl from Brentford. How can I help you,
pin it down : define something precisely Carl?
C: Oh hi, Zoe, thanks for taking my call. I have the most dreadful
root cause(s): the original reason(s) for something
insomnia. I just can’t seem to get to sleep at night. Then I end up
mulling over : taking time to think about something carefully
feeling really tired during the day. It’s so frustrating.
misinterpreting : understanding something incorrectly Z: Oh dear, Carl. I’m sorry to hear that. Have you tried reading?
intuitive : a way of using what you feel to be true rather than C: I’ve tried everything, Zoe. Reading, having a bath and a cup of warm
logic milk before bed, but none of it works.
underestimate : think something is worth less than it is Z: Well, what do you think is stopping you from sleeping? Are you
wrestling with: struggling with worried about anything?
C: Nothing especially, but when I try to go to sleep I start thinking about
befuddled : confused
things at work, in my life, and so on, and that makes me feel awake.
go round in circles : have the same ideas again and again Z: OK, here’s what I suggest. Seeing as none of the things you’ve tried
seem to work, next time you’re lying there thinking about things and
b Elicit the first answer as an example. Point out that the verbs can’t sleep, I want you to get up.
in the exercise are in the infinitive form and the form of the verbs C: Get up? But why?
in the blog post may differ. Ask Ss to match the other words and Z: Well, my thinking is that you’re getting too caught up in your
phrases with ones from the blog post individually, then check in thoughts. Get up and do something. Maybe go for a short walk, pay a
bill or something. It’s a distraction technique, doing something else
will take your mind off the fact you can’t sleep.
C: OK, thanks Zoe. I’ll give it a try.
Answers: 1 befuddled 2 mulling over 3 pin it down
2
4 misinterpreting 5 wrestling with
R: I can’t understand it, the warehouse dispatched that order last
Tuesday, so they’ll definitely have received it by last Friday, as
Teaching tip promised.
J: Yes, well they should have, but they haven’t. It’s now Monday and
When teaching vocabulary, whether planned or something we’ve got no idea where it is. I’ve had our main client on the phone
that comes up in the lesson, it’s a good idea to use this as an this morning and they’re not happy. Since this isn’t the first time
opportunity to expand to similar words and phrases. These this has happened, I think we need to seriously consider changing
could be synonyms, antonyms, members of a lexical set or distributor. Especially as we’ve got that big order coming up in a
dialects (e.g. British or American English). This will help Ss make couple of weeks.
F: The problem is though, we get a really good deal with that
connections and expand their lexical knowledge, as well as
distributor, in that they give us an extra 10 percent off orders over
refine their understanding of the meaning of the vocabulary
50,000.
taught by comparing it with similar words. J: Yes, but at the risk of stating the obvious – it doesn’t matter how
cheap they are if they don’t deliver the product. I don’t think we
4 Ss choose the correct alternatives individually, then check in should stick with a bad supplier for fear of losing a few quid in the
pairs. Check answers with the class. short term.
F: Well, what exactly would the costs be if we switched supplier? We
Answers: 1 going round in circles 2 misinterpreted need to know all the facts here.
R: Ah, always with the facts, Fatima!
3 grapple with 4 take stock of 5 baffled
F: Ha, indeed.
R: Well I couldn’t say off the top of my head, but I can get Marsha to run
5a Look at the words in the box with the class and elicit the up some figures.
answer. J: That sounds like a good idea to me. Fatima’s right. As we don’t know
all the facts yet, let’s wait until we do before we make the final
Answer: /ǝl/ decision.
R: Agreed.
F: Good idea.
b 3.3 Play the recording for Ss to listen and practise saying
3
the words.
R: I’ve just realised that I’ve now sent out nearly fifty job applications.
V: Really? Any luck?
Further practice
R: Not a sausage. I just don’t know what I’m doing wrong.
Photocopiable activities: 3B Vocabulary, p190 V: Well, maybe nothing. These things just take time.
App: 3B Vocabulary practice 1 and 2 R: Well I sent most of them out weeks ago, so I’d expect to have heard
something by now. Why do you think I’m not hearing anything?
V: Well, maybe it’s not the right area for you. Maybe you just need to
look at the bigger picture. Take stock and think about whether this is
what you really want to do. I mean, why do you want to work in retail?
R: I guess I haven’t tried anything new for fear of failing at that, too.
I mean, I don’t love retail …
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V: So why not try something else? Think about what it is you really Optional alternative activity
Unit 3
want to do, then think about going back to college, retraining or
something. What if you end up doing something you really enjoy? In Ex 9b, ask Ss to read the reason only to their partner. Their
Got to be better than going round in circles like this. partner listens and guesses which situation each reason refers to.
R: Hmm, maybe you’re right. I’ll give it some thought.
LANGUAGE BANK 3B pp.150–151

For further comprehension practice, write the following questions check the notes with Ss. In each exercise, elicit the first
on the board: answer as an example. Ss work individually to complete the
1 What things has Carl tried to get to sleep? exercises, then check their answers in pairs. In feedback,
2 What does Zoe suggest? elicit Ss’ answers and drill the questions. Ss can refer to the
3 When was the order dispatched? notes to help them.
4 When should it have arrived?
5 Why does Rob ‘want’ to work in retail? Answers:
6 What does Vicki suggest he does? 1 1 Seeing as you know Zoe best
2 given that it’s a weeknight
Ss listen again and answer the questions, then compare their
3 in that it’s peak season
answers in pairs. Check answers with the class.
4 looking for somewhere still open
5 for fear of the price going down
Answers:
2 1 Since as there’s not much on at the cinema, let’s watch
1 reading, having a bath and a cup of warm milk before bed
something at home.
2 he gets up and does something to take his mind off the fact
2 We rang around everywhere, trying to find a replacement
he can’t sleep
at the last minute.
3 last Tuesday
3 You need to book early, for fear of them selling out.
4 some time before last Friday
4 I’d love to try the pie, given that/since/as you liked it so
5 that’s all he knows how to do
much.
6 consider a different career, retrain
5 I was lucky in that I had lots of people to help me.
6 We should get there early, at the risk of stating the obvious.
7a Read the example with the class, then ask Ss to underline 7 Keep your money somewhere safe as that you don’t want
the words and phrases in the other sentences which introduce to lose it.
reasons. Don’t give any answers yet. 8 The performance was a huge success insofar as the
b Explain that reason clauses provide different ways of saying financial side of it was concerned.
because and use different patterns. Ss read the language focus
box and check their answers to Ex 7a. Check answers with the Further practice
class and answer any questions Ss have about the information in
the box.
Answers: a for fear of b Seeing as c Since d in that App: 3B Grammar practice 1 and 2
e for fear of f As
8 Read the example with the class, then ask Ss to rewrite the
Speaking
sentences individually and then check in pairs. Check answers with Prepare
the class and write them on the board (or invite to Ss to do so). 10a Go through the problems with the class and check
understanding, eliciting possible causes and other details for
Answers: each one. Give Ss a minute to choose one.
1 Text them the address in case they don’t know it. b Ss work individually to invent the details of the problem and
2 I was lucky, in that I had a lot of friends to help. make notes, using the points to help them. Monitor and help with
3 As I wasn’t having a good time, I went home early. / vocabulary where necessary, writing any new words and phrases
I went home early as I wasn’t having a good time. on the board.
4 Since you already know Julian, I won’t introduce you. /
I won’t introduce you to Julian since you already know him. Speak
5 Not wanting to be the first one at the party, I arrived late. / 11a Put Ss in pairs to share and try to solve their problems.
I arrived late at the party, not wanting to be the first one Monitor and make notes on Ss’ use of language for later feedback.
there. b When they have finished, ask a few Ss to report back to the
6 I haven’t confronted him for fear of losing my job. class. Give Ss feedback on their language use as a class.
9a With weaker classes, elicit a reason for the first one and Reflection on learning
use it to write a sentence with a reason clause from the language
focus box as an example. Ss think of reasons for the situations
What were the three most useful words or phrases you learnt
and write sentences using the reason clauses in the language
in today’s lesson?
focus box. Encourage them to use a different word or phrase for
In which situations might you use the different problem-solving
introducing the reason in each sentence.
techniques from the lesson in future?
b Put Ss in pairs to compare their sentences. When they have
finished, ask a few Ss to share their sentences with the class.
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Homework ideas Language focus
Unit 3
Language bank: 3B Ex 1–2, p151 Ways of modifying adjectives

Workbook: Exs 1–4, p21 4a Check Ss know what gradable and ungradable adjectives
App: grammar, vocabulary and pronunciation practice are by writing good and excellent on the board and eliciting the
difference between the two (good is a ‘normal’ adjective and can
Fast route: continue to Lesson 3C be graded; excellent is more ‘extreme’ and can’t be graded). Then
Extended route: go to p130 to Master your writing ask Ss to answer the question in pairs. Don’t give the answer yet.
b Ss read the language focus box, then check the answer to
Ex 4a. Check the answer with the class and go through the
language focus box, answering any questions Ss have.
Answers: only gradable: rather, perfectly

only ungradable: utterly, completely both: really
3C Fact or fiction?
Language checkpoint
Possibly the strongest factor in determining which adverb we
Introduction use is how strongly it collocates with a particular adjective.
For this reason, it’s a good idea to ask Ss to record the
The goal of this lesson is for Ss to discuss how to fact-check news
collocations as a whole, rather than recording the adverbs
stories. To help them achieve this, they will learn or revise ways
and adjectives separately in their vocabulary notebooks.
of modifying adjectives and vocabulary related to the news and
reporting.
5a Remind Ss of the point in the language focus box about the
adverbs that can be used with both gradable and ungradable
Warm up adjectives. Explain that how we say a sentence containing one
Bring in a few viral stories from the news or social media that of these adverbs varies depending on whether it is modifying a
you’ve seen recently. Show them to the class and ask if anyone gradable or an ungradable adjective. Ss look at the sentences and
has seen these stories and how they felt when they read them. decide which words carry the most stress.
Ask the class if they can think of any other similar stories they’ve
seen recently and how they reacted. Answers:
1 perfectly 2 deeply 3 pretty 4 utterly 5 fairly
Reading b 3.5 Play the recording for Ss to listen and check their
answers to Ex 5a. Then play it again for Ss to listen and repeat.
1 Focus attention on the photos and elicit what Ss can see. Then
6 Ss choose the option which is not possible individually, then
ask Ss to discuss the questions in pairs. When they have finished,
elicit Ss’ ideas and have a brief class discussion. You could also
feed in information from the Culture notes below.
Answers: 1 b 2 a 3 c 4 c
Culture notes
Fake news, or the spread of misinformation, has been around
for a long time, but in recent years has become much more Put Ss in pairs to play ‘adverb tennis’. One student starts by
prevalent with the rise of social media, which makes it easier saying an adverb, e.g. absolutely. Their partner responds with
for anyone to spread false news stories. Recent studies have an adjective which collocates with the adverb and a new adverb
shown that false news stories, designed to provoke reactions, e.g. terrified – seriously and so on. Ss continue until they make a
spread much further and more quickly than true stories. mistake or can’t think of a corresponding adjective. Monitor and
adjudicate where necessary. When they have finished, ask each
2 Write Fake news on the board and ask if Ss have heard this pair how many combinations they managed to come up with.
phrase, where they’ve heard it and what it means. Ask Ss if they
can think of any fake news stories they’ve read or seen. Tell them 7 Read the example with the class. You might also want to share
that they’re going to read an article about how to spot fake news some ideas about yourself. Put Ss in pairs to work through the
and fact-check news stories. Ss read the article and match the adverbs in the language focus box to describe things about their
headings with the paragraphs individually, then check in pairs. lives. Monitor and help with suitable adjectives where necessary.
Check answers with the class. When they have finished, ask a few Ss to share their ideas with
the class.
Answers: 1 b 2 d 3 e 4 a 5 c
3 Ss discuss the questions in pairs. When they have finished, elicit Before they start Ex 7, ask Ss to work individually to plan what
answers from a few Ss around the class. they are going to say, using as many adverb/adjective
combinations as possible. When they are ready, put Ss in groups of
three. One student tells the second about things in their life while
the third keeps a tally of how many correct adverb/adjective
combinations the first student uses naturally. Ss then change
roles until all three Ss have had a turn at each role. The student in
each team who used the most adverb/adjective combinations
correctly wins.
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Speaking
Unit 3
Stronger classes could read the notes at home. Otherwise, Prepare
check the notes with Ss. In each exercise, elicit the first answer 10 3.6 Tell Ss that they’re going to practise fact-checking
as an example. Ss work individually to complete the exercises, some news stories, but that first they’re going to listen to two
then check their answers in pairs. In feedback, elicit Ss’ answers people doing so. Go through the questions so Ss know what to
and drill the questions. Ss can refer to the notes to help them. listen for. Ss listen and answer the questions individually, then
Answers: check in pairs. Check answers with the class.
1 1 fake 2 perfectly 3 utterly 4 somewhat 5 really
Answers:
6 quite 7 doesn’t 8 perfectly
1 a nursing home that was closed down because they served
2 1 quite/virtually impossible 2 bitterly disappointed
dog food to old people in their care
3 quite/rather ugly 4 perfectly/quite capable
2 it came from a big news website
5 seriously hurt 6 utterly fascinating
3 it sounded ridiculous
7 quite/rather/ridiculously cheap 8 utterly/quite ridiculous
4 checking the address/URL, reverse image search, searching
the title plus the word ‘fake’
Further practice
Photocopiable activities: 3C Language focus 1, p191; Audioscript 3.6
3C Language focus 2, p192 T: I see you posted that story about the nursing home that was closed
App: 3C Grammar practice 1 and 2 down on social media, Matt.
M: Yes, that’s right. It’s absolutely disgusting! Can you believe that they
served dog food to old people in their care?
Vocabulary T: Hmm, to be perfectly honest, I don’t think I can.
M: I know, horrible wasn’t it?
The news and reporting T: No, I mean I don’t think I can believe it. I think that’s a fake story.
8 With weaker classes, go through the words in the options before M: What do you mean? It seems perfectly credible to me. It’s from a big
Ss do the exercise, checking understanding and providing some news website.
T: Well my first impression was that it sounded just too ridiculous, you
examples. Ss choose the correct alternatives individually, then check
know? It’s good that you looked at the source though.
in pairs. Encourage them to use dictionaries if necessary (if you M: Well how else can you fact-check a story like that?
didn’t go through the options first). Check answers with the class. T: There are a few different things you can try. Firstly, look at the
picture. It looks like it’s from a stock photo site. And if you do a reverse
Answers: 1 impartial 2 disclose 3 unsubstantiated image search, it takes you to one.
4 footage 5 assassination 6 bending 7 credible 8 stunts M: Yes, but that doesn’t mean it’s false.
9 interpretation T: No, you’re totally right. But try searching the title plus the word ‘fake’.
M: OK, let me try on my phone … Oh, I see. All of these results report on
it being a fake story.
9 Put Ss in pairs to say which of the statements in Ex 8 they T: You see?
agree with and why. Encourage them to ask follow-up questions M: Ah, my bad. I’d better delete my post then.
to find out more information. When they have finished, elicit Ss’
11 Direct Ss to page 178. Ss read the stories and note their first
impressions and the techniques they would use to check them.
Teaching tip
Monitor and help where necessary.
Even just a couple of minutes preparing for a speaking task
can make it a much more fruitful and enjoyable experience for Speak
Ss. They can do this in a number of ways, from just having a 12 Put Ss in pairs to discuss whether they think the stories are
minute’s silent thinking time before they begin to making notes fake or not and the best techniques to fact-check them. When
to refer to during the discussion. they have finished, elicit their ideas and find out if others agree.
VOCABULARY BANK 3C p168 Reflection on learning

Verbs related to reporting Write the following questions on the board:
These optional exercises build on the lexical set in the What were the three most useful phrases that you learnt
vocabulary section. today?
1 Point out that the definitions are given for the infinitive form How will you use these in the future, do you think?
of the verbs and the form of the verbs in the text may be different. Put Ss in pairs to discuss the questions. When they have
Ss read the text and match the words in bold with the definitions finished, ask if anyone wants to share their ideas with the
individually, then check in pairs. Check answers with the class. class, but don’t force them to if they’d rather not.
Answers: 1 misrepresent 2 briefs 3 unearth

Homework ideas
4 sensationalise 5 disclose 6 substantiate 7 plagiarise
8 expose 9 proofread 10 pitch 11 probe 12 smear Language bank: 3C Ex 1–2, p151
2 Ss discuss the questions in pairs. When they have finished, App: grammar, vocabulary and pronunciation practice
elicit answers from a few Ss and have a brief class discussion.

Further practice
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Reading
Unit 3
3D English in action 4a Ss discuss the questions in pairs. When they have finished,
elicit Ss’ ideas and write any ideas they have for question 2 on the
board as a mind map.
Introduction b Ss read the article and find out if any of their ideas were
The goal of this lesson is for Ss to practise summarising mentioned. In feedback, tick on the mind map on the board any
information. To help them achieve this, they will learn phrases for of their ideas that were mentioned in the article. Answer any
summarising and referring to information, as well as idioms questions Ss have about any new vocabulary in the article. Discuss
related to clarity. what kind of things would each strategy work for as a class.
Warm up Listening
Write the following on the board:
5a 3.10 Write on the board: cheese and music. Ask Ss if they
1 Unsinkable ship sinks. can think of any relationship between the two (they might give
2 A man commits a crime and is punished. you a strange look!). Tell the class that a group of scientists has
3 Animals destroy a dictatorship then create another dictatorship. carried out an experiment into the relationship between the two.
Tell the class that these are summaries of famous stories. Put Direct Ss to page 179 and ask them to read the article to find out
Ss in pairs to try and guess which story each summarises. Check what it is. Ask a volunteer for the answer (that hip hop played to
answers with the class (1 Titanic [film] 2 Crime and Punishment cheese will help it develop better) and elicit Ss’ reactions. Answer
[book] 3 Animal Farm [book]). Ask Ss to think of their own any questions Ss have about vocabulary in the article. Tell Ss that
summary of a famous book or film in no more than eight words. they’re going to listen to three people summarising the article. Go
Monitor and help with vocabulary where necessary, writing any through the questions so that Ss know what to listen for, then play
new words and phrases on the board. When they are ready, put Ss the recording. Ss answer the questions individually, then compare
in small groups to read out their summaries for other Ss to guess their answers in pairs. Play the recording again if necessary, then
the book or film. check answers with the class.
1a In order to demonstrate the activity, you could prepare your
own eight-word summary for one of the topics before class and Answers:
write it on the board. Give Ss time to prepare their summaries. 1 The professor: Somebody – Wanted – But – So
Monitor and help with vocabulary where necessary, writing any Clara: The Cornell Method
new words and phrases on the board. 2 Speaker 3: he adds too much detail and gets side-tracked.
b Ss share their summaries in pairs. When they have finished,
ask a few Ss to share their summaries with the class. Audioscript 3.10
1
P: So finally, on a lighter note, I’d like to summarise a recent experiment
Vocabulary I read about, which I think you might find of interest. This research
was carried out by researchers at Bern University of Arts. They
Idioms related to clarity
wanted to find out if exposing cheese to different types of music
2a With weaker classes, go through the phrases in bold with would help enhance its flavour.
the class first and check understanding. Otherwise, Ss match the I know, strange, isn’t it? But interesting, nonetheless. Basically,
statements with the responses individually, then check in pairs. what they did was set up two main groups of cheeses. The first
Check answers with the class. was exposed to different types of music, and the second was left
in peace and quiet. Now, the problem they had while conducting
the experiment was this: how to test the flavour of the cheese?
Answers: 1 c 2 a 3 f 4 d 5 b 6 e
Well that’s simple: they had a jury of cheese tasters who tasted
each cheese at the end of the experiment. The result? Well, what
b Ss match the idioms with the definitions individually, then check they found was that the former group had an enhanced flavour,
in pairs. Check answers with the class and be prepared to give whereas the latter didn’t. Not only that, but all jury members agreed
further explanations and examples where necessary. that the cheese exposed to hip hop had exceptional results. The
hip hop cheese topped the list in terms of smell, taste, texture and
Answers: 1 as clear as day, crystal clear 2 as clear as mud appearance. And they repeated the experiment with much the same
3 a hidden agenda 4 in plain English results. So, in a nutshell, hip hop makes your cheese taste better!
5 can’t quite put my finger on it 2
C: Where were you this morning, Jake? You missed something
interesting in the lecture.
Optional extra activity J: Yeah, I had a doctor’s appointment so I couldn’t make it. I couldn’t
There are a lot of phrases and idioms with the word clear in have a look at your notes, could I?
English. You could ask Ss to research these online, using an online C: Sure, here you go.
J: What’s this … cheese experiment?
corpus or simply searching ‘phrases with clear’. Ss could find three
C: Ha, yeah. It’s a study Professor Hughes told us about.
new phrases, then share them with the class. J: Your notes are really good, Clara.
C: Yeah, it’s a technique I use, where I have the main points here, and
3a Ss work individually to think of examples from their lives for the supporting details here.
each situation and make notes if they want to. Monitor and help J: So what’s this experiment about then?
C: Well, it’s all about the effect of music on cheese.
with ideas and vocabulary where necessary.
J: Interesting!
b Ss share their information in pairs. Encourage Ss to ask C: So the gist of it is some researchers at Bern wanted to see if
follow-up questions to find out more information where possible. exposing cheese to music has an effect on its taste. What they did
was expose different cheeses to different types of music.
J: I see. And on the right of your notes are the types of music, right?
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C: That’s right. Basically they found that the cheese exposed to hip hop Speaking
Unit 3
tasted best.
J: And here is how they measured it? Prepare
C: That’s right, with a jury of tasters. 9 Tell Ss that they’re going to practise summarising a text. Put Ss in
3 A/B pairs and direct them to the relevant pages. Give them time to
E: What are you reading, Phil? read the articles and make notes in order to summarise. Monitor and
P: Oh, it’s quite an interesting article, actually. It’s about the effect of
help with vocabulary where necessary. Ask them to think about
music on cheese.
E: The what? which summary technique they’d like to use to summarise their text.
P: Ha, yes. It’s an experiment they carried out at a university in Bern.
Bern’s in Switzerland, I think. Not sure what language they speak Optional alternative activity
there, do you know? With stronger classes, you could ask them to find an article
E: Yes, they speak three different languages. But what was the online that they find interesting instead and make notes in order
experiment?
to summarise this.
P: Yeah, right, so they got some cheese or something and played
different songs to it. There were different types of music or
something. One was … er … by a hip hop group. I think it’s A Tribe Speak
Called Quest. Do you like them?
10a Ss read their summaries to each other in pairs. Monitor and
E: Yes, but what happened?
make notes on Ss’ language use, especially the use of the Useful
P: Yeah, they played it to the cheese, I’m not sure exactly how. It might
have been through headphones, or speakers, or something like that. phrases. When they have finished, ask each pair which text they
What’s the best way to play music to cheese, do you think? liked best.
E: What other music did they play? b Go through the questions with the class, then ask Ss to give
P: Well, there was some classical music. Beethoven? No, Mozart. I think each other feedback on their summaries, using the questions to
they played it to another cheese, or the same cheese? No a different
help. When they have finished, give Ss feedback on their language
cheese. I can’t remember how long for.
E: Phil?
use as a class.
P: Yep?
E: Can I just read it myself? Reflection on learning
P: Ha, yes, of course.
Do you feel more confident summarising in English now?
b 3.11Go through the Useful phrases with the class, then play What helped the most?
the recording for Ss to tick the phrases the speaker uses. Check Put Ss in pairs to discuss the questions. When they have
answers with the class. finished, ask if anyone wants to share their ideas with the
Answers:
What they did was … ; In a nutshell, … ;
The former … / the latter … ; Not only that, but … Homework ideas
6a 3.12 Ss listen to the sentences, focusing on how the Workbook: Exs 1–5, p23
letters in bold change. Check answers with the class and go App: grammar, vocabulary and pronunciation practice
through the information in the Pronunciation checkpoint.
Roadmap video
Answers: Go online for the Roadmap video and worksheet.
1 The ‘n’ changes to an /m/ sound.
2 The ‘t’ changes to a /k/ sound.
Pronunciation checkpoint
In rapid speech, the articulators in our mouth often get
into place ready to produce sounds before we’ve finished 3A Master your reading
saying what we’re saying. This results in assimilation, where
certain sounds change according to what’s coming next. For
example, good boy becomes /ˈgʊb ˈbɔɪ/ or in case becomes Introduction
/ɪŋˈkeɪs/. While it’s not essential that Ss produce these Ss develop the reading skill of understanding business articles by
sounds in speech, raising awareness of what’s happening
learning how to evaluate the effectiveness of an argument.
can help them when listening to natural speech.
Warm up
b Play the recording again for Ss to listen and repeat. Model the
sentences yourself and drill if necessary. Write on the board what to wear, what to eat, who to speak to,
7 Ss match the sentence halves individually, then check in pairs. what to focus on at work/school, whether to exercise, how to relax.
Check answers with the class. Put Ss in pairs and ask them how they choose each thing every
day and what factors influence their choice in each situation. When
Answers: 1 d 2 a 3 b 4 f 5 e 6 c they have finished, elicit their ideas and find out if others agree.
1a Focus attention on the photo and elicit what Ss can see. Ask
8 Remind Ss of the eight-word summaries they wrote in Ex 1.
them if they ever feel like this when shopping. Ss then discuss
Put them in pairs to expand on these, using the Useful phrases in
their choices from the items in Ex 1a in pairs. When they have
Ex 5. Encourage them to give more information. When they have
finished, elicit answers via a show of hands for each choice.
finished, ask a few Ss to share any interesting information they
found out about their partner with the class.
elicit some answers and have a brief class discussion.
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2a Before Ss read, you may want to pre-teach debilitated and c Ss discuss the questions in pairs. Encourage them to give
Unit 3
entices. Ss read the article quickly and answer the questions reasons for their answers. When they have finished, elicit their
individually, then check in pairs. Check answers with the class. answers and have a brief class discussion, feeding in information
from the answer key.
Answers:
1 ‘Choice overload’ describes the overwhelming feeling people Answers:
get when they have too much choice. 1 The author owns a marketing consultancy. He may just be
2 It can cause them to make no choice, stay with what they trying to promote his business.
always use or get less satisfaction. To prevent it, companies 2 The conclusions seem to be that companies should make
must try to offer enough choice to tempt customers, but also sure they don’t offer too many products and use branding to
allow them to make a decision without having to think about differentiate their product.
it too much. 3 The conclusion stated is that choice will increase in future
– something not mentioned previously in the article. It is
b Ss read the article again and match the arguments with the therefore not logical.
paragraphs individually, then check in pairs. Check answers with 4 Suggested answer: The article may provide some interesting
the class. points but without effective supporting evidence, there’s no
way to know if these points can be relied upon.
Answers: 1 D 2 A 3 C 4 B
Homework ideas
3a Go through the items in the list with the class. Ss find
Workbook: Exs 1–6, pp.24–25
evidence to support the arguments in Ex 2b individually, then
Answers:
1 Quoting an expert (marketing professor)
2 This is the writer’s own view, supported by examples, quoting
experts and research throughout the article (see answers 3B Master your writing
1, 3, 4)
3 An example (mobile phone contracts)
4 Research (a study with jam) Introduction
Ss develop the skill of writing a proposal by learning how to use
persuasive language.
elicit their ideas, but don’t give any answers yet.
c Ss read the Focus box and check their ideas from Ex 3b, then
check in pairs and discuss the questions. Check answers with the Warm up
class and answer any questions Ss have about the information in Review the vocabulary from Lesson 3B with a board race. Split the
the box. class into two teams and give each team a board pen. Each turn,
read out an item of vocabulary from Lesson 3B, Ex 3a and ask one
Suggested answer: of the Ss (a different one each time) from each team to come to
The article appears to be an unbiased examination of the topic the board and write a word with a similar meaning, using either
with evidence which supports the author’s arguments and the lesson vocabulary or other words they know. The first team
logically drawn conclusions. to do so each turn wins a point for their team. The team with the
most points at the end wins.
4a Tell Ss that they’re going to read another article, this time
with information and advice on how to avoid choice overload. Ss 1 Focus attention on the photo and elicit what Ss can see. Ss
read the article and match the arguments with the paragraphs discuss the questions in pairs. When they have finished, elicit a
individually, then check in pairs. Check answers with the class. few Ss’ answers and have a brief class discussion.
2a Before Ss read, you may want to pre-teach in the vicinity, a
Answers: 1 B 2 C 3 A 4 D vital respite, a magnet for, skyrocketed, a blot on the landscape
and prosper. Go through the questions with the class, then give
b Ss consider the evidence individually, using the questions to them a few minutes to read the proposal quickly and answer the
help guide them and making notes if they wish. When they are questions. Ss check answers in pairs, then check with the class.
ready, put Ss in pairs to compare their ideas, then check answers
with the class. Answers:
The problem is a lack of green space in the eastern district of the
Answers: city. The writer suggests turning an abandoned train line into a
Paragraph A: No evidence is put forward to support the idea park and says that it will be beneficial for people’s health and the
that choice overload can impact on a business’s profit margins. environment, the disused line will no longer be an eyesore and
Paragraph B: Neither the example nor the quote given the park will attract large amounts of investment to the area.
exemplify the point that customers prefer less choice. We don’t
know who Mark Brownlow is or what makes him an expert on
this topic.
Paragraph C: There is no evidence given here to support the
idea that branding reduces choice overload.
Paragraph D: The study is out-of-date as online retailing has
moved on substantially since 2005.
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b Ss read the proposal again and decide if the sentences are true Write
Unit 3
or false individually, then check in pairs. Check answers with the 6a Ss write their proposals. Encourage them to refer back to
class, as well as reasons for the false answers. the proposal in Ex 2 and the information in the Focus box to help.
Monitor and offer help where necessary.
Answers:
b Put Ss in pairs to swap proposals and give each other feedback,
1 T
using the questions to guide them.
2 F – It’s divided into sub-headings and bullet points can be
c Ss write their second drafts, following the suggestions they’ve
used.
received. If you’re short of time, they could write their second
3 F – It needs to appeal to the reader whereas a very formal,
drafts for homework.
academic tone tends to distance the writer from the reader.
4 F – It might mention disadvantages but it usually focuses on Homework ideas
the advantages.
5 F – It ends that way. Ex 6: Ss write a second/final draft of their proposal.
c Ss look for examples individually, then check in pairs. With
weaker classes, you could highlight the first example for them as
an example (… that council members surely recognise needs to be
addressed ). When they have finished, put Ss in pairs to compare
the examples they found.
3 Give Ss time to read the Focus box and ask any questions they 3C Master your listening
have, or go through it as a class. Ss match the phrases in bold in
the proposal with the categories in the box individually, then
check in pairs. Check answers with the class. Introduction
Ss develop the listening skill of understanding a formal talk and
Answers: 1 d 2 e 3 b, c 4 a, f
an informal conversation on the same topic by learning how to
recognise differences in formality.
Warm up
Answers: 1 known 2 dire 3 undeniable 4 flourished Write the following questions on the board:
5 surge 6 confident 7 worsening 8 beneficial In what situations in your language do you speak more formally?
When do you speak more informally?
Optional extra activity What differences are there in the type of language you use?
After Ex 4a, ask Ss to match the sentences with the categories in Ss discuss the questions in pairs.
the Focus box. Check answers with the class.
1 Ss discuss the question in pairs. Encourage them to think of
Answers: 1 2, 7 2 5 3 1, 4, 8 4 3, 6 recent examples they’ve seen on social media (or elsewhere) while
they discuss it. In feedback, elicit answers from a few Ss and have
a brief class discussion.
b Ss categorise the words and phrases individually, then check 2a 3.7 Tell Ss that they’re going to listen to someone telling
in pairs. Encourage them to use dictionaries for any words they’re an anecdote about a fake news story twice: once giving a more
not sure of. Check answers with the class and be prepared to formal talk and once more informally, chatting to a friend. Ss listen
provide further explanations and examples where necessary. and identify which is which, then discuss with a partner how they
could tell. Don’t give any answers yet.
Answers:
P: a cause for concern, distressing, inferior, perplexing, troubling Audioscript 3.7
S: daring, magical, phenomenal, revolutionary, uplifting 1
S: I’d like to tell you about an exchange I recently had online. A
Prepare contact of mine shared some audio via social media. It was radio
communication between the captain of a military ship from a large
5a Give Ss a minute to read the email, then put them in pairs to
country and what seems to be the captain of a ship from a smaller
answer the questions and make a list of ideas. Monitor and help country, each demanding the other move to avoid a collision. The
with vocabulary where necessary, writing any new words and captain from the larger country describes the extensive military
phrases on the board. power he has at his disposal with the sole purpose of intimidation,
b Ask Ss to select their best ideas. You could give them a specific only finally agreeing to move his ship when the captain of the
number, e.g. the best three ideas. smaller ship reveals he is actually the keeper of a lighthouse. It’s a
perfect case of the underdog winning against an arrogant opponent.
c Go through the points with the class, then ask Ss to plan their However, something about this exchange seemed illogical to me, as
proposals individually, making notes under each point. Monitor and surely the lighthouse keeper would have stated who he was at the
help with ideas where necessary. start of the exchange. So, I fact-checked it and discovered that it was
fake. Not only was it fake, but there are numerous versions online
and the story has been told as far back as the 1930s. I was aware
that by sharing the fact that the news story was fake I’d hamper my
contact’s enjoyment of it, but I felt unable to allow him and others to
continue to believe it to be true. So, I left a comment revealing the
truth. His reply was unexpected to say the least. ‘The audio might
be fake,’ he wrote. ‘But no doubt it has happened at some point in
history.’ And this is a classic example of how fake news works in
practice.
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2 5a 3.9 Tell the class that they are now going to hear the
Unit 3
S: Someone I know posted this audio recording the other day of a full recording containing the extracts they listened to in Ex 4.
conversation between two ship captains trying to force the other Go through the topics with the class so that Ss know what to
to move so they didn’t crash into each other, you know, each one
listen for. Ss listen and decide whether Sanjay talks about the
refusing to budge. One of them, the one from the bigger country,
was throwing his weight around and showing off about how much topics formally, informally or both individually, then compare their
military power he had behind him. He eventually backs down answers in pairs. Check answers with the class.
when the captain from the smaller country reveals he’s actually a
lighthouse keeper. It was one of those moments where you couldn’t Answers: 1 B 2 B 3 I
help but cheer for the little man! Thing was, it was obviously fake.
I mean, in reality the lighthouse keeper would have said who he was
Audioscript 3.9
as soon as he made contact. Anyway, I did a bit of digging and found it
was actually fake – been around for decades apparently – the story 1
not the audio, obviously. So, anyway I told the person who posted it. S: To fully understand why fake news is so successful, we need to
I knew it wouldn’t make me popular but, you know … His reply? ‘This look to psychology, because fake news very much relies on our
video might be fake but no doubt it has happened at some point psychological make-up as humans to work.
in history.’ I mean, come on, really? Classic example of fake news in The first explanation is our tendency to believe the people we trust.
action. When they share news with us, we’re much more likely to accept it
without question. Those we trust are usually people we perceive as
having the same kinds of beliefs, values and attitudes to life as we
b Ss read the Focus box and check their ideas. Check answers do. In the past, we may have known just a handful of people that
with the class and go through the points in the Focus box, met these criteria. Today, it can be hundreds or … or even thousands
answering any questions Ss have about the information. of people who all socialise within the same online circles as us, all
sharing news and information.
Answers: The second explanation for the success of fake news is what’s called
Anecdote 1: Giving a talk confirmation bias. Confirmation bias describes the way people seek
out information to confirm what they already believe, ignoring any
Anecdote 2: Chatting to a friend
information which might contradict that. It makes fake news easier
We can tell this by Sanjay’s choice of vocabulary, grammar and to believe because it reinforces what we already think, so it must be
pronunciation. true. One thing which may well be a catalyst for confirmation bias
is the so-called echo chamber. This describes a space online – like
3 Ss decide which extracts are informal individually, then compare a social media group – where everyone has the same beliefs. It’s
their answers in pairs. Check answers with the class. called an echo chamber because people express opinions which are
then echoed back to them. Their beliefs are never challenged, and
Answers: 1 a 2 b 3 a 4 a 5 a their bias is reinforced. Fake news is less likely to be identified in such
spaces.
The final explanation is that, once we believe something to be true,
4a 3.8 Tell the class that they are going to listen to eight
eliminating it from our minds is hard to achieve. Essentially, we tend
extracts from a full recording they are going to hear later. Ss listen to have high confidence in facts and, as a result, once we assimilate
and decide if each extract is formal or informal individually, then a ‘fact’ into our knowledge system, we’re reluctant to accept that it’s
compare their answers in pairs. Check answers with the class. wrong. This may be due to the fact that admitting our mistake is to
admit a failure. Admitting a failure can harm our self-worth. Another
Answers: 1 F 2 F 3 I 4 I 5 I 6 F 7 F 8 I reason is that we tend to reject correct information staring at us in
the face simply because we don’t trust the person who is presenting
it to us. We often think that anyone with an alternative viewpoint is
b Stronger classes could try to complete the extracts from someone that has different ideals to us and therefore we suspect
memory, then listen again to check their answers. Otherwise, play they’re biased and have a reason for presenting us with opposing
the recording again for Ss to listen and complete the sentences information. We don’t trust their reasons.
individually, then compare their answers in pairs. Check answers 2
with the class and write them on the board. Elicit which of the A: So, how is what your friend said an example of how fake news
features from the Focus box helps Ss identify whether each one is works?
formal or informal. S: Well, my friend was told it was fake – presented with the evidence it
was fake – that the story is much older than he is but he still chose
to believe that it had happened at some point in the past.
Answers:
A: Really …
1 tendency (use of noun is more formal, full grammatical
S: Despite there being no evidence to support that whatsoever.
sentence and clear pronunciation) A: Because what, there’s no smoke without fire?
2 seek out (more formal vocabulary, full grammatical sentence S: Exactly that kinda thing, yeah. It’s very frustrating.
and clear pronunciation) A: What do you think we can do about it?
3 kind of (pronounced kinda, use of yeah as conversational S: Well, not much. I mean, until we all learn to judge information
discourse marker) accurately, we’ll always be easily-led when it comes to fake news.
A: Why are we? Easily-led by it, I mean.
4 fly around (less formal vocabulary, I mean as conversational
S: A few different reasons. I mean, some of the news stories that fly
discourse marker) around social media, well, they’re there to be funny, but people don’t
5 in there (less formal vocabulary) get the ironic humour and think they’re true.
6 maintain (more formal vocabulary, full grammatical sentence A: Yes, been there, done that.
and clear pronunciation) S: I mean there’s nothing malicious in those stories, it’s just that they’re
7 ideals (more formal vocabulary) misinterpreted. It’s the fake news that’s designed to manipulate
8 living (pronounced livin’, use of I guess to sound more that’s bad.
A: Yeah, clicks to websites for advertising, that kinda thing?
hesitant than you might in formal speech)
S: Yeah or information designed to make you believe in a particular
cause. Once someone’s seen something like that and believed it, it’s
hard to change that.
A: Why?
S: It’s hard for us to admit we’re wrong, even if someone gives us the
scientific facts, for example.
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A: Because it makes us feel bad about ourselves.
Unit 3
S: Yep, we trust what we know is right and when we find out it’s not,
well, yes it damages the way we see ourselves.
A: Our self-confidence you mean.
S: Yeah, something like that. It’s less painful to stick with what we
think than to change it. There’s another side to this though which is
interesting.
A: What’s that?
S: The fact that it’s making us more sceptical.
A: What do you mean? I thought you just said we believe everything we
see or hear.
S: Not exactly. If it comes from someone who’s similar to us in beliefs or
values – yes, but when it comes to information from other sources,
well, that’s a different story.
A: How?
S: I was reading a survey report the other day that said less than half
of people in various countries around the world trust their news
sources. It seems like fake news is causing us to simply trust no one
at all. I guess it’s just the age we’re living in.
b Ss listen again and answer the questions individually, then

Answers:
1 People in our social circles who have the same beliefs, values
and attitude as us.
2 We share beliefs with people who repeat them back to us,
with no one there to challenge when information is fake.
3 They don’t like to admit that they were wrong as it harms
their self-worth; they don’t trust the person who told them
the news is fake and believe they are biased.
4 We trust news sources less than we used to.

elicit their answers and have a brief class discussion.
Homework ideas
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4A High emotion
4
The goal of this lesson is for Ss to talk about personal experiences.
To help them achieve this, they will learn or revise non-future uses
of will and vocabulary related to anxiety and excitement.
4A High emotion
Goal | talk about personal experiences Warm up
Language focus | non-future uses of will Ask Ss to divide a piece of paper (or page in their notebooks) into
Vocabulary | anxiety and excitement
two columns. At the top of one column they should write Yep! and
GSE learning objective at the top of the other Nope! Tell them that you’re going to read
Can talk about personal experiences in detail using linguistically
out a list of things and they should write each one in one of the
complex language
columns, according to how they feel about them: if they think it’s
4B Volunteering exciting, they write it in the Yep! column. If they think it’s scary and
Goal | discuss political or social issues wouldn’t want to do it, they write it in the Nope! column. Read out
Language focus | real conditionals these things: a bungee jump, flying a plane, a storm, climbing a
Vocabulary | adjective + noun collocations mountain, scuba diving, swimming with sharks, exploring caves,
GSE learning objective staying in a haunted house, driving a fast car. When they have
Can take part in discussion on political or social issues using finished, put Ss in pairs to compare their answers. In feedback, ask
linguistically complex language a few Ss for their answers and find out if anyone has done any of
4C The mind’s eye these activities.
Goal | answer questions about abstract topics
Language focus | giving impressions
Vocabulary | the senses Reading
GSE learning objective 1 Focus attention on the photos and elicit what Ss can see. Ss
Can answer questions about abstract topics clearly and in detail
discuss the questions in pairs. When they have finished, elicit
4D English in action answers from a few Ss and find out if other Ss agree.
Goal | resolve conflicts in negotiations
Vocabulary | negotiating Suggested answer:
GSE learning objective 1 A a fear of heights/water/bridges
Can make proposals to resolve conflicts in complex negotiations B a fear of public speaking
C a fear of sharks/diving/water
Roadmap video
2 Give Ss a time limit to read the article quickly and answer the
Check and reflect questions then check in pairs. Check answers with the class.
grammar and vocabulary from Units 3 and 4. Answers:
1 A phobia is self-reinforcing – you become scared of fear itself.
VOCABULARY BANK 2 They’re afraid of being unable to breathe (e.g. if peanut
butter is blocking their throat).
4A Words with self- 3 Because they’re scared of looking foolish in front of others.
4C Describing the senses 4 By changing your interpretation of the symptoms you feel.
5 They interpret the physical symptoms of fear as excitement.
MASTER YOUR SKILLS 6 ‘I am excited.’
4A Master your reading

Goal | understand a narrative or biography Vocabulary
Focus | recognising foreshadowing of events Anxiety and excitement
GSE learning objective 3 Ss match the words and phrases in bold with the definitions
Can recognise literary techniques used to suggest future events
individually, then check in pairs. Check answers with the class
in a narrative
and be prepared to give further explanations and examples if
4B Master your writing necessary.
Goal | write a letter of application for an internship
Focus | putting a positive spin on limited experience and skills Answers: 1 debilitating 2 thrills 3 rush 4 panic attack
GSE learning objective 5 churn 6 getting a buzz out of 7 traumatic
Can write a letter of application using appropriate conventions 8 a daunting prospect 9 exhilaration
and a range of linguistically complex language 10 brings you out in a cold sweat
4C Master your listening
Goal | understand a group discussion
Focus | recognising references to common expressions
Can follow a group discussion on complex, unfamiliar topics
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4 Ss discuss the questions in pairs. Encourage them to use the Language focus
Unit 4
words and phrases from Ex 3 in their answers. When they have
finished, direct them to page 180 to check their answers, then Non-future uses of will
discuss them as a class. 5a 4.1 Go through the questions with the class so they know
what to listen for. Ss listen and identify the people individually,
Suggested answers: then compare their answers in pairs. Check answers with the class.
1 It might come from a traumatic childhood or teenage
experience of being laughed at (by friends or peers) for Answers: 1 Rickie 2 Ula 3 Ula 4 Rickie 5 Ula 6 Rickie
dancing in an embarrassing way.
2 People interpret the physical fear (e.g. from dangerous Audioscript 4.1
sports) or social fear (e.g. from the embarrassment of losing) S: Ladies and gentlemen, welcome to karaoke night! I’m looking for
as exhilaration. Even non-dangerous sports like running brave volunteers to get the ball rolling. Anybody? Come on, you know
might trigger our ‘fear’ reactions (like running to escape from you want to.
danger). In a similar way, people can get a buzz out of films U: What do you think, Rickie? Shall we go for it?
(e.g. thrillers, etc.), music (e.g. heavy rock) and video games. R: You must be joking! I could never sing in front of a crowd of strangers!
I’d be a bag of nerves!
U: Well, it’s not exactly a crowd – there are only a handful of people.
Optional extra activity And they’ll probably all be having the same conversation as us right
Tell the class the following situation: now, over whether to sing or not! Are you worried about singing out
of tune?
In an experiment, young single people were asked to tell stories to
R: No. I’m actually quite a good singer. When I’m alone in the car, I’ll
an attractive researcher while standing on a bridge (either a solid happily sing along to the radio. But the thought of performing in
brick bridge or a rickety rope bridge). Those on the rickety bridge public makes me go all hot and cold.
told much more romantic stories and were more likely to phone U: Well, there’s a trick you can use. I use it all the time. Whenever I’m
the researcher later. Why? feeling anxious, I’ll say to myself, again and again, ‘I’m excited.’
R: And that works? I’ll have to try that. So is there nothing you’re afraid of?
Ss either discuss the question in pairs, then report their answers
U: Er … well, there is one thing, but it’s a bit embarrassing. You’ll
back to the class, or discuss the question as a class. probably have wondered why I always wear t-shirts and pullovers.
It’s because I hate buttons.
Answer: They misinterpreted the symptoms of fear (e.g. R: Buttons? Why?
fluttering heart rate, churning stomach) as signs that they were U: Well, I remember when I was a small child, my parents would freak
falling in love with the researcher. out every time I touched a button because they were worried about
me choking. You know how protective parents can be – they will
panic, won’t they? I must have learnt to associate the objects with
the panic, because now I won’t wear any clothes with buttons –
VOCABULARY BANK 4A p169 I won’t even touch them.
Words with self- R: Wow! So I guess you’re not keen on the jacket I’m wearing, then, with
These optional exercises build on the lexical set in the all these buttons on the front? It’s my favourite, too!
vocabulary section. U: I don’t like it at all! And you will keep wearing it whenever we meet!
But it’s OK as long as you keep those buttons a safe distance from
1a With weaker classes, go through the words in the box me.
with the class first and check understanding. Ss complete the R: Sure. But it’s quite an unusual phobia, though, isn’t it?
sentences individually, then check in pairs. Check answers U: Well, it’s not as rare as you might think. There’s a theory that Steve
with the class. Jobs, the founder of Apple, suffered from a fear of buttons. You’ll
remember, I’m sure, that he always wore pullovers, just like me. That
Answers: 1 self-reinforcing 2 self-conscious might explain why he was obsessed with removing buttons from his
3 self-sacrificing 4 self-made 5 self-righteous gadgets, from computer mouses to iPhones. Apparently, near the
6 self-contained 7 self-inflicted 8 self-esteem beginning of his career, he wouldn’t even touch the multi-button
9 self-explanatory 10 self-reliant 11 self-effacing computer mouse that his engineers had designed – and sent them
back to design a button-free version!
12 self-indulgent 13 self-pity 14 self-control
R: And the rest is history!
b Ss decide if each word is generally positive or negative U: Exactly.
S: Come on ladies and gentlemen, who’s going to be first?
individually, then compare in pairs. Check answers with the
R: OK, I’m going to go for it.
class. Afterwards, put Ss in pairs to discuss which ones they
U: Wow! Good for you! How are you feeling?
can use to describe themselves. R: Terrified … I mean, excited. I’m really excited. Wish me luck!
Suggested answers:
(the words in brackets aren’t especially positive or negative) b Ss discuss the questions in pairs. When they have finished, elicit
Generally positive: (self-contained), self-control, their ideas and have a brief class discussion.
self-effacing, self-esteem, self-explanatory, self-made, 6a Focus attention on the first extract and ask: What time does
self-reliant, self-sacrificing this refer to? (now) Why do they use will? and elicit that they’re
Generally negative: self-conscious, (self-indulgent), making a prediction (but not about the future). Explain that will
self-inflicted, self-pity, (self-reinforcing), self-righteous doesn’t always refer to the future. Ss read the extracts individually
and think about why will and would are used in each case, then
Further practice compare their ideas in pairs.
Photocopiable activities: 4A Vocabulary, p196 b Ask Ss to read the language focus box and check their ideas.
App: 4A Vocabulary practice 1 and 2 Check answers with the class and answer any questions Ss have
about the information in the box.
Answers: 1 prediction 2 habit 3 prediction 4 habit

5 refusal 6 prediction 7 refusal
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Unit 4

If you think this language focus will be new to your Ss, you may Stronger classes could read the notes at home. Otherwise,
want to read the language focus box with them before they check the notes with Ss, especially the use of the future
attempt Ex 6, going through each point and answering any perfect to refer to the past. In each exercise, elicit the first
questions they have. Then read the extracts in Ex 6a and check answer as an example. Ss work individually to complete the
answers with the class. exercises, then check their answers in pairs. In feedback,
elicit Ss’ answers and drill the questions. Ss can refer to the
notes to help them.
Language checkpoint
Will is not necessarily a future form in English, it’s a modal, Answers:
which we can use to make personal predictions (i.e. 1 1c 2e 3a 4d 5b 6f
predictions not based on evidence, but on everything we 2 1 I’ll have turned off I’ll turn off (= a present habit)
know about the situation). Because the future is less certain 2 would live used to live (= a long-term state, not a habit)
than the past or present, it is most commonly used to make 3 you’ll wear you will wear … (will for insistence is always
predictions about the future, but not exclusively so. stressed)
4 won’t be going won’t go (= a refusal)
7 With weaker classes, elicit the first answer as an example 5 they’ll get worried they’ll be getting worried …
first. Ask Ss to rewrite the parts of the sentences in bold (= an inference: they’re probably getting worried)
individually, then check in pairs. Check answers with the class and 6 I’ll often spend I’d/I would often spend (= a past habit)
Further practice
Answers: Photocopiable activities: 4A Language focus 1, p194;
1 he’ll scream 4A Language focus 2, p195
2 you’ll know my son App: 4A Grammar practice 1 and 2
3 she won’t tell her boss
4 I’d dance all the time, I’ll (usually) just watch
5 You’ll have heard of claustrophobia Speaking
6 It won’t stop buzzing
7 They’ll be getting worried Prepare
8 Greg wouldn’t stop 10 4.3 Tell Ss that they’re going to tell a story about a phobia,
but first they’re going to listen to someone doing the same. Go
8a 4.2 Ss listen to the recording then answer the questions through the questions so Ss know what to listen for. Ss listen and
in pairs. Check answers with the class. Then go through the answer the questions individually, then compare their answers in
Pronunciation checkpoint to clarify the answer. pairs. Check answers with the class.
Answer: won’t is stressed in the first sentence for emphasis. Answers:

1 Asymmetrical things, especially things that should be
Audioscript 4.2 symmetrical but aren’t.
2 Traumatic experiences in his childhood, when his older
1 I won’t do it!
brother would often mess up his things just to wind him up.
2 I won’t do it.
3 When he’s unable to achieve perfect symmetry.
4 Not very. They’ll often move his things around just to wind
Pronunciation checkpoint him up.
Without the stress, the will/won’t might be hard to notice.
We don’t always need to stress will/won’t for habits; the Audioscript 4.3
stress is just there for emphasis or clarity. If the meaning is P: Welcome back after the break. I’m still speaking with the renowned
clear from context, will/won’t can be unstressed as normal. journalist Artur Palmeira, about his life and background. Artur, I
understand you have an unusual phobia. Can you tell us about it?
b If necessary, play the recording again as a model. Ss practise A: Yes, well, please don’t laugh, but I suffer from asymmetriphobia,
which is a fear of asymmetrical things. I think it comes from my
saying the sentences in pairs.
childhood, when I would spend hours and hours tidying my room or
9 Ss discuss the questions in pairs. When they have finished, drawing perfectly symmetrical patterns. It just seemed to put my
ask a few Ss to share any interesting information they found out mind at rest, for some reason – symmetry seems to create a sense
about their partner with the class. of order and balance in my mind. But my older brother, Tomas, would
often come along later and mess up all my things just to annoy me,
which was really upsetting.
P: Oh no. Your parents won’t have been happy about that, I bet!
A: No, absolutely not.
P: What about nowadays? I guess your phobia will cause all sorts of
problems for you, right?
A: Well, obviously there are lots of things in the world that aren’t
symmetrical, like trees and lakes, which don’t freak me out. The
problem for me is things that should be symmetrical but aren’t, for
whatever reason. So for example, let’s say I’m cooking dinner and
arranging it on a plate, or I’m arranging the objects on my desk, then
I’ll spend ages making sure everything is arranged symmetrically.
And if I’m unable to achieve perfect symmetry, for whatever reason,
then I’m likely to get a panic attack – my heart will race, I’ll go weak
at the knees and I’ll find it hard to breathe. The worst thing is that my
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colleagues at work will often move my things around just to annoy
Unit 4
Answers:
me – for example, they’ll move my computer a few centimetres to
the left – and then they’ll laugh at me when I get stressed about it. 1 Benefits for older people: a sense of purpose (which is good
So it’s not exactly debilitating, but it does have a negative impact on for their health and well-being), reduced loneliness and isolation,
my life. a chance to make some rental money and/or for somebody to
P: I’m sure. OK, so how did that affect … help with chores around the house, satisfaction of teaching
skills to others, a chance to learn twenty-first century skills
Benefits for young people: reduced temptation to join
Speak
gangs, etc., chance to gain work experience and learn skills,
11 Direct Ss to page 181 and ask them to choose a phobia, then
opportunity to live independently with reduced rental costs,
prepare their stories, making notes to answer the questions.
personalised support at school (e.g. someone to hear them
Monitor and help with vocabulary where necessary, writing any
read), chance to learn from experienced experts, satisfaction
new words and phrases on the board.
from teaching twenty-first century skills to others
12 Put Ss in groups to tell their stories. Monitor and make notes 2 Benefits for society: Bringing different people together
on Ss’ language use for later feedback. When they have finished, fosters trust, respect and friendship, which are essential for
nominate a student from each group to report back to the class. the fabric of society.
Give Ss feedback on their language use as a class.
Reflection on learning elicit Ss’ answers and have a brief class discussion.
What were the three most useful words or phrases you learnt Vocabulary
How might you use them in the future? Adjective + noun collocations
Put Ss in pairs to discuss the questions. When they have 4a Explain that only one of the adjectives collocates with each
finished, ask if anyone wants to share their ideas with the noun. Encourage Ss to choose which collocates, then check by
class, but don’t force them to if they’d rather not. finding the collocation in the article. Allow Ss to compare answers
in pairs, then check answers with the class.
Homework ideas Answers: 1 strong 2 prior 3 exorbitant 4 mutual

Language bank: 4A Ex 1–2, p153 5 untapped 6 regular 7 household 8 profound
App: grammar, vocabulary and pronunciation practice b Ss find more collocations in the article. You could suggest they
first underline nouns in the article, then look for the adjectives
which go with them. Ss compare answers in pairs. When they have
finished, elicit Ss’ answers and write them on the board.
Suggested answers:
daunting challenges, practical skills, accumulated experience,
valuable skills, socioeconomic backgrounds
Teaching tip
4B Volunteering Texts are a great way to research and find collocations. Not
only that, but they also help Ss see how collocations are used
naturally and in context. You can ask Ss to underline nouns in
all or part of any text. After that, they can look for adjectives
Introduction
which collocate with the nouns in the text and draw lines
The goal of this lesson is for Ss to discuss political or social issues. between them before recording them in their notebooks.
To help them achieve this, they will learn or revise real conditionals This helps Ss see how collocations are used, as they aren’t
and adjective + noun collocations. necessarily placed neatly next to each other in a text.
Warm up Further practice

Bring in some logos of famous charities and show them to the Photocopiable activities: 4B Vocabulary, p199
class. Put Ss in pairs to try and identify the charities and discuss App: 4B Vocabulary practice 1 and 2
what work they do.
Language focus
Reading
Real conditionals
1 Ask Ss to look at the photos and discuss the questions in 5 4.4 Give Ss a couple of minutes to read the statements
pairs. When they have finished, elicit Ss’ ideas and find out if so they know what to listen for. Ss listen and choose the correct
others agree. alternatives individually, then compare their answers in pairs.
2 Before Ss read the article, you may want to pre-teach or remind Check answers with the class.
Ss of the meaning of a (strong) sense of purpose and daunting.
Give Ss a strict time limit to read the article quickly and answer Answers:
the questions individually, then check in pairs. Check answers 1 encourage intergenerational communication
with the class. 2 there’s a shortage of mentors
3 a document containing a provisional offer
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Audioscript 4.4 b Give Ss a minute to read the language focus box (or go through
Unit 4
it with the class) and decide why the different structures in Ex 6a
A: Ah, good. You’re here. It’s Kamaria, right?
K: Yes, that’s right. Nice to meet you in the flesh. And thanks for finding
are used. Check answers with the class and answer any questions
the time to see me about sponsoring our project. Ss have about the information in the box. This should mainly be
A: No problem. If you’d like to come in and sit down, we can start when revision for Ss at this level.
you’re ready. My name’s Alison, and this is my colleague Roger. Now,
we’ve read your application, and we were very impressed, weren’t Answers:
we, Roger? 1 If + would is being used as a fixed expression for a polite
R: Yes, absolutely. So, if you’d like to tell us more about your project …
request.
K: Well, as I wrote in our application, we work with retired people who
2 This is the real past.
are living alone and isolated from society, and young unemployed
people, many of whom have low self-esteem. And we bring them 3 This is a first conditional featuring a past action with a
together to work on infrastructural and environmental projects. But future result.
of course, while those issues are noble causes in their own right, our 4 We can use if + will to talk about refusals.
real aim is to create a bond between the two groups. You see, when 5 We can use if + will to talk about willingness.
people work together, they talk and listen to each other, which builds
mutual respect.
A: OK. That sounds like a very noble cause. I’m just wondering about the Language checkpoint
older people you mentioned. If you could say a few words about why Conditionals in English are often taught as one of five types
they’re so isolated from society …
(zero, first, second, third or mixed). However, at this level,
K: Sure. Well, a few decades ago, people tended to live in very close-knit
it’s usual to group them into one of two types: real or unreal.
families, so most older people had grown-up children who could look
after them. And if they didn’t have children, then at least they had Here Ss focus on the first type (real). Ss will study unreal
a network of friends and relatives living nearby. But in the modern conditionals in Lesson 5B.
world, that’s just not true anymore. So one of our main aims is to help
those people to reintegrate into society. 7a 4.5 Go through the questions with the class so Ss know
R: OK, and tell us a little about the issues for young people.
what to listen for. Ss listen to the extracts then answer the
K: Well, most employers want people with experience – they won’t
even give you an interview if you’ve never had a job before. So our
questions in pairs. Check answers with the class.
project helps young people by giving them work experience and
skills. But much more importantly, we also work on giving people Answers:
a more positive mindset, so they get used to having responsibility, a requests
making and sticking to their commitments, and taking pride in their b They have rising intonation at the end, to mark them as
work, which really improves their self-esteem. questions.
A: It all sounds great. But one thing concerns me. If you’re putting
c Because the second part is obvious (e.g. If you’d like to tell us
young people together with vulnerable old people, mightn’t they be
tempted to take advantage of them?
more about your project, please do exactly that.)
K: Yes, well, it’s something we need to monitor carefully. Basically, each d Yes, of course; No problem; etc.
participant is assigned a mentor, who keeps a very close eye out for
any signs of danger. But the problem is, there are only three of us b Ss practise saying and responding to the extracts in pairs.
mentors, and we’re all unpaid volunteers. That’s why we’re hoping 8a Elicit the first answer as a class and write it on the board. Ss
to employ ten more full-time mentors, in order to monitor more
rewrite the rest of the sentences individually, then check in pairs.
effectively and greatly expand the project.
A: Well, we’d like to help you, but we certainly wouldn’t be able to
Check answers with the class and write them on the board (or
stretch to ten salaries. invite Ss to do so).
K: Er, we wouldn’t be asking for the full amount from you. We’ve got a
meeting with the Chamber of Commerce tomorrow, and we’re hopeful Answers:
that they’ll offer us 50 percent of the money we need. But it’ll really 1 I can’t help you if you won’t tell me your name.
help our negotiations if we’ve already got 50 percent from you. 2 If he’s had a bad experience, he might not want to try again.
A: OK, if it’ll help your negotiations, we’d be happy to put up the
3 When I was a child, if anything was broken in our house, my
50 percent.
grandfather would fix it.
K: Oh great. Yes, it’ll definitely help. Thank you. But what if the Chamber
of Commerce refuse to provide the other 50 percent, would you be 4 I can lend you my car if you’ll take care of it.
willing to put in the other half? 5 We can stay at home if you’d like to cook.
A: No, I’m afraid if they won’t help you, you’ll have to find another
partner that will. Does that make sense? b Go through the situations with the class and check
K: Yes, absolutely. I’m sure we’ll find the other 50 percent somewhere. understanding. Put Ss in pairs to think of reasons and
A: Great. Let’s hope we can make this work. We’ll draw up a letter of
consequences for each situation. Monitor and help with ideas and
intent now, outlining our provisional offer, which you can show to
potential partners. If you’ll just bear with me a moment, …
vocabulary where necessary, writing any new words and phrases
on the board. When they have finished, ask each pair to share their
ideas with the class and find out if others had similar ideas.
6a Ss read the extracts and think about how they’re different,
then compare their ideas in pairs.
Answers:
1 Would doesn’t usually appear in the if clause.
2 Both parts of the sentence are in the past tense.
3 There is a present perfect verb in the if clause.
4 Will doesn’t usually appear in the if clause.
5 Will doesn’t usually appear in the if clause.
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Unit 4
4C The mind’s eye
check the notes with Ss. In each exercise, elicit the first
exercises, then check their answers in pairs. In feedback, Introduction
elicit Ss’ answers and drill the questions. Ss can refer to the The goal of this lesson is for Ss to answer questions about
notes to help them. abstract topics. To help them achieve this, they will learn or revise
Answers: language for giving impressions and vocabulary related to the
1 1 don’t/won’t 2 you/you’d 3 lived/used to live senses.
4 you/you’ll 5 we
2 1 ’s watching, ’ll be/’m going to be Warm up
2 enjoyed, ’ll love/’re going to love Write on the board: smell, taste, hear, see, touch. Tell the class
3 is, can/could/may/might go, can/could/may/might just get that you’re going to read out some things and ask Ss to write the
4 ’d prefer, is sense that they associate with that thing when they hear it. Tell
them not to think too long about their answers and just to write
Further practice the first sense they think of. Read out these things: coffee, bread,
Photocopiable activities: 4B Language focus 1, p197; baby, bus, train, their home town/city, English. Put Ss in pairs to
4B Language focus 2, p198 compare what they’ve written. Elicit answers from the class via a
App: 4B Grammar practice 1 and 2 show of hands for each thing you read out.
Speaking Reading
Prepare 1a Focus attention on the picture and elicit what Ss can see.
9 Arrange Ss in small groups and go through the questions Put Ss in pairs and ask them to take turns to close their eyes and
with the class. With weaker classes, give them some ideas for imagine the scenes, while their partner reads out the description
question 1 (e.g. disabled people, refugees, homeless people). Give of each situation.
Ss plenty of time to plan their projects. Monitor and help with
ideas and vocabulary where necessary, writing any new words
and phrases on the board. Monitor and make notes on Ss’ use of You could do the visualisations as a class activity, adding more
language, especially real conditionals and the adjective + noun detail in order to help Ss visualise. For example, ask Ss to close
collocations from the lesson. Make sure every student in each their eyes, relax and imagine the following situations in turn:
group makes notes on their ideas, as they’ll work with different Ss 1 Imagine you’re on a long train journey. You slowly leave the city
in the next stage. and the scenery starts to become greener. You’re looking out of
the window and see trees, fields, animals. Take it all in and look
Speak at the detail of what you see.
10 Arrange Ss in new groups and divide each group into project 2 Imagine you’re 15 years old and you’re just waking up on the first
team members and committee members. Go through the day of the summer holidays. You have many weeks of freedom
instructions with the class. Ss take turns to convince the committee ahead of you and as you open your eyes you see the warm,
members to support their projects. Monitor and make notes on Ss’ summer sun peeking through your closed curtains, slowly lighting
language use. When they have finished, nominate a student from up the room. Look around you at your room, at all the furniture
each group to report back on the projects they decided to support and things in it, as you imagine what adventures await you this
and why. Give Ss feedback on their language use as a class. summer.
3 Imagine it’s a very special day, a family wedding. Everyone is
Reflection on learning happy, laughing and chatting and catching up on news. You’re
Write the following questions on the board: standing in a group of family members, telling them about what
Which collocations in today’s lesson were new for you? you’ve been up to. As you glance across the room, you see a
How can you use these in the future? family member slowly walking towards you. They look happy
Put Ss in pairs to discuss the questions. When they have and they’re calling your name.
finished, ask if anyone wants to share their ideas with the After each one, tell Ss to open their eyes and describe what they
class, but don’t force them to if they’d rather not. saw to their partner in as much detail as possible.
Homework ideas b Ss discuss the questions in pairs. When they have finished,
elicit Ss’ answers and find out if others in the class agree.
2 Write on the board: aphantasia and hyperphantasia and ask if
Language bank: 4B Ex 1–2, p153
Ss have ever heard of them and what they mean (they probably
won’t have at this stage). Ss read the article then say which
condition each statement refers to. Check answers with the class
and ask if they found the information surprising.
Extended route: go to p132 to Master your writing Answers: 1 B 2 A 3 H 4 B 5 A 6 B
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3 Ss discuss the question in pairs. When they have finished, ask a
Unit 4

few Ss where they think they are on the scale between the two.
Describing the senses
Optional extra activity These optional exercises build on the lexical set in the
vocabulary section.
There’s a mild form of synaesthesia called vEAR, where 30 percent
of people can ‘hear’ silent videos. You could search and find videos 1a With weaker classes, go through the words in the
of this on the internet and show one to Ss. Check if anyone can box with the class first and check understanding of each
hear them. one. Explain that some may go in more than one category.
Ss categorise the words individually, then compare their
Vocabulary Suggested answers:
The senses Vision: blotchy, bristly, crinkly, starlit, willowy
4 Refer Ss back to the words and phrases in bold in the article. Sound: blare, bloodcurdling, clank, clatter, ear-splitting
Ask them to match them with the definitions, then check in pairs. Feel: bristly, crinkly, fleecy
Check answers with the class and be prepared to give further Taste: piquant
explanations and examples where necessary. b Ss match the sentence halves individually, then check in
Answers: 1 fleeting 2 aroma 3 odour 4 fuzzy 5 vivid
6 muted 7 rich 8 vibrant 9 crystal-clear Answers: 1 f 2 j 3 l 4 a 5 g 6 d 7 k 8 c 9 h
10 e 11 b 12 i
5a With weaker classes, go through the adjectives in the box
c Ss categorise the words individually, then compare their
with the class first and check understanding of each one. Ss
categorise the adjectives in pairs. Explain that some may go in
more than one category. When they have finished, divide the Answers:
board into five sections according to the senses and invite Ss to 1 blare, clank, clatter
come up and write the adjectives where they think they go. Find 2 blotchy, bloodcurdling, bristly, crinkly, ear-splitting, fleecy,
out if the rest of the class agrees. piquant, starlit, willowy
3 piquant, starlit, willowy
Suggested answers: 4 blare, bloodcurdling, blotchy, bristly, ear-splitting
Sight: blurry, crisp, faint, hazy, indistinct 5 clank, clatter, crinkly, fleecy
Hearing: faint, indistinct, (metallic), muffled, resonant, shrill,
(textured) Further practice
Touch: (crisp), fluffy, metallic, silky, (succulent), textured
Smell: faint, (indistinct), (metallic), musty, pungent, (savoury) Photocopiable activities: 4C Vocabulary, p202
Taste: faint, (indistinct), mellow, metallic, pungent, savoury, App: 4C Vocabulary practice 1 and 2
succulent
b Read the example with the class, then ask Ss to think of more
Language focus
examples in pairs. In feedback, elicit their answers and find out if Giving impressions
others agree. 7a 4.6 Tell the class that they’re now going to listen to
6 Give Ss a couple of minutes to think of answers individually, two people, Jenny and Marge, describing the same visualisation
then put Ss in pairs to compare. In feedback, elicit a few answers experience as they did in Ex 1. Go through the questions with the
and find out if other Ss had any of the same. class so they know what to listen for. Ss listen and answer the
questions, then compare their answers in pairs. Check answers
with the class.
Answers:
Jenny is less certain about her experience than Marge. Marge
sees a more definite picture, but she is perhaps not trying too
hard to imagine the scene.
Audioscript 4.6
1
A: OK, Jenny, so we’re going to do a guided visualisation, OK?
B: Erm, OK …
A: So – it’s a bright sunny day, and you enter a forest. What can you
see?
B: Well, lots of trees, obviously!
A: And what can you smell?
B: Hmm, kind of like an old smell …
A: An old smell?
B: Yes, of things that have been there for a long time, that kind of thing.
A: And can you hear anything?
B: No, it’s quiet. Too quiet.
A: And how do you feel?
B: A little afraid. It’s pretty cold, and like I said, quiet.
A: OK, so you start to move through the forest. What happens?
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B: OK, I start to move through the trees, and I can make out a building in 10 Individually, Ss use phrases from the language focus box
Unit 4
the distance. to make the description sound less precise. Monitor and check
A: What kind of building?
they are using the phrases correctly and offer help where
B: It resembles a castle. Although it might be a cave …
necessary. When they have finished, put Ss in pairs to compare
2
their descriptions. In feedback, ask one or two Ss to read out their
A: OK, Marge, so it’s a bright sunny day, and you enter a forest. What can
descriptions to the class.
you see?
B: So, I see trees.
A: And what can you smell? LANGUAGE BANK 4C pp.152–153
B: I can smell the trees, and plants. Stronger classes could read the notes at home. Otherwise,
A: And can you hear anything?
check the notes with Ss, especially the use of modifiers. In
B: Yes, I can hear some birds … er, in the trees.
A: And how do you feel?
each exercise, elicit the first answer as an example. Ss work
B: I feel OK. It’s relaxing. individually to complete the exercises, then check their
A: OK, so you start to move through the forest. What happens? answers in pairs. In feedback, elicit Ss’ answers and drill the
B: OK, I walk through the forest, and I see a bridge. questions. Ss can refer to the notes to help them.
A: What kind of bridge?
B: Just a regular stone bridge. Answers:
1 1 that kind of thing 2 kind of like 3 verging on
4 vaguely 5 Somehow
b 4.7 Give Ss time to read the language focus box or read
2 1B 2E 3A 4D 5F 6C
it with the class. Answer any questions Ss have. Then play the
recording for Ss to listen and identify the language Jenny uses.
Check answers with the class. Further practice
Answers: 4C Language focus 2, p201
kind of like an old smell; that kind of thing; a little afraid; App: 4C Grammar practice 1 and 2
It’s pretty cold; I can make out a building; It resembles a castle;
it might be a cave
Speaking
Language checkpoint Prepare
The use of adjective + -ish is very common in informal, 11 Arrange the Ss in A/B pairs and direct them to the relevant
spoken English, as a way of being vague. Sometimes, in pages. Give them a minute to read the text and check they
response to a question, just the suffix is used e.g.: understand. Tell them to add two more questions of their own.
– Was the film good?
– Ish. It wasn’t brilliant but it wasn’t bad, either. Speak
12a Student A starts by reading their script to Student B, who
8a Put Ss in pairs to discuss how they think the words are listens and responds. They then swap roles. Monitor and check
pronounced. Elicit Ss’ ideas to confirm that they realise that the they are using the language correctly.
presence of ish may cause intrusive sounds to appear between it b Ss discuss the question in pairs, giving reasons. When they have
and the adjective. finished, ask each pair to share their conclusions with the class.
b Play the recording for Ss to listen and check their
4.8
answer to Ex 8a. Check answers with the class. Reflection on learning
Answers: 1 /w/ 2 /w/ 3 /w/ 4 /g/ 5 /j/ 6 /j/ What were the three most useful phrases you learnt today?
How might you use them in the future?
c Play the recording again for Ss to listen and repeat. Model and
drill the words yourself if necessary.
9 Explain that one word is missing in each sentence. With class, but don’t force them to if they’d rather not.
weaker classes, you could write the missing words on the board
in random order first for them to use. Ss complete the sentences
Homework ideas
individually, then check in pairs. Encourage them to use the
language focus box to help if necessary. Stronger classes could Reflection on learning: Ss write their answers.
cover the language focus box while they do the exercise then look Language bank: 4C Ex 1–2, p153
back afterwards to check. Check answers with the class. Workbook: Exs 1–6, p30
Answers:
1 I see something resembling a house.
2 I come to what could almost be a castle.
3 It’s like a leopard, or that kind of thing.
4 I see what can only be described as a giant shoe.
5 It’s sort of like a postbox but not exactly.
6 I don’t know how, but somehow we escape.
7 In the distance, I can just make out the shape of a hill.
8 We’re verging on exhaustion.
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3 Ask Ss to read the text and think of a heading for each
Unit 4
4D English in action paragraph individually and then compare their ideas in pairs.
Encourage them to use as many of the idioms from Ex 2a as they
can. When they have finished, ask a few Ss to share their ideas
with the class and find out if others agree.
Introduction
The goal of this lesson is for Ss to practise resolving conflicts in Suggested answers:
negotiations. To help them achieve this, they will learn phrases for 1 Find common ground
understanding and responding to emotional language, as well as 2 Focus on what’s true
vocabulary related to negotiating. 3 Take the emotion out
4 Break the deadlock – let them do the talking
Warm up 5 Put yourself in their position
6 Reach a compromise and move forward
Introduce the topic of the lesson with an anagram dictation.
Tell the Ss that you’re going to read out the letters of a word in
random order. Ss listen (and write the letters if they want). Listening 1
The first student to correctly guess the word wins.
Read out the letters in negotiating in random order, e.g., 4a Introduce the topic by asking Ss if it’s common to rent rather
E – T – G – I – N – N – O – G– A – T – I. than buy property in their country/ies. Ss discuss the questions
in pairs. When they have finished, elicit Ss’ ideas and write any
possible sources of conflict they come up with on the board.
Vocabulary b 4.11 Ss listen to the recording and note any sources of
conflict they mention. Elicit answers from the class and refer back
Negotiating to the ideas on the board to see if any of them were mentioned.
1 Focus attention on the photo and elicit what Ss can see. Read
the example with the class. You could also demonstrate the Answers: late rent payment, noisy parties/gatherings, leaving
activity by giving the class some examples from your own life. Ss a mess, privacy (entering the flat without warning)
discuss the question in pairs. In feedback, elicit some examples
from the class. To extend discussion on the topic, ask: How do you Audioscript 4.11
usually approach negotiations like these (for example, by being
extra nice to the other person, by losing your temper or by offering T: Ah, Mrs Ricardo. Er … is everything OK?
MR: Not really, Toby. We need to talk about your … Just a moment, can
something in exchange )? Think of specific examples. Discuss the
you turn off that music? I can’t hear myself think.
question as a class. T: Sorry? What was that? Just a sec … I’ll turn the music off. Sorry
2a Ss match the sentence halves individually, then check in pairs. about that. What can I do for you, Mrs R?
Check answers with the class. MR: Well, for a start, can you tell me when you’re planning to pay this
month’s rent? In case you’re not aware, today is the twelfth, and
Answers: 1 d 2 f 3 g 4 c 5 h 6 i 7 a 8 e 9 b our contract clearly states that ‘Payment must be made by the
third of each month. Failure to pay on time may result in immediate
termination of this agreement.’
b Ss categorise the idioms individually, then check in pairs. Check T: I know and … I’m really sorry. I’ll try to sort it out as soon as I can. You
answers with the class and be prepared to give further examples see, I’m having a few problems with one of my clients, and …
and explanations where necessary. MR: I’m not really interested in your problems with your clients. You have
an obligation to pay me for this flat, by the third of each month. Do
Answers: you understand?
Generally positive: reach a compromise, give and take, find T: Yes. It’s just that I’m waiting for my client to pay me for a big project,
and, well, it’s been held up. There’s nothing I can do about it.
common ground, break the deadlock
MR: Sorry, Toby, but that’s of no interest to me. Pay the money you owe
Generally negative: dig their heels in, a bargaining chip
me tomorrow or you’ll have to find somewhere else to live. If you
Can be both: make a concession, stick to your guns, split the won’t stick to your side of the agreement, I’ll find somebody else
difference who will. Is that clear?
Note that some answers depend on your preferred style of T: Yes, Mrs Ricardo. Was there anything else?
negotiating (e.g. whether it’s better to be a tough negotiator or MR: Actually, yes. I hear you had a party here last week. I’ve had
the kind who is happy to split the difference). They also depend complaints from the neighbours.
T: Really? But it wasn’t a party. I just invited a handful of friends round
on whether it’s you or your opponent who is sticking to your
for a meal and a chat. You need to be a little more reasonable, Mrs
guns, for example. Ricardo.
MR: I am being reasonable, Toby. But I won’t have you spoiling my good
c Ask Ss to discuss their preferred negotiating style in pairs. relations with my neighbours. Do I make myself clear?
When they have finished, ask a few Ss to share their ideas with T: OK. I’ll be a model tenant from now on – believe me.
the class. MR: I wish I could believe you, Toby, but we’ve had this conversation
before about paying your rent on time, and you’ve broken
your promises every time. I mean, you were supposed to keep
everything spotlessly clean, but last week, after your party, it
looked like a bomb had hit it.
T: Sorry, but what were you doing here last week without my
knowledge or permission? It makes me feel really uncomfortable to
know you’ve been in my flat when I’m out.
MR: In your flat? I’ll have you know, Toby, that this is still my flat, and I’m
entitled to come and inspect it whenever I so please.
T: Well, no, not really. According to our rental agreement, you have to
give me 24 hours’ notice before visiting the flat for an inspection.
I’m paying a lot of rent for this flat, so I’m entitled to a bit of privacy.
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MR: Oh, you’re paying rent, are you? I hadn’t noticed! I’ll tell you what: Audioscript 4.13
Unit 4
I’ll start respecting your privacy as soon as you start respecting my
right to receive rent. T: Ah, Mrs Ricardo. I’ve been expecting you. Come in. Would you like a
T: I’ll pay you as soon as I can, Mrs R. I promise. cup of tea?
MR: Tomorrow, Toby. I’ll be here to pick it up this time tomorrow. Any MR: Er … no thanks. I won’t stay long. Toby, there’s still no sign of the
more excuses and it’s over. rent money. That means that, as per yesterday’s discussion, …
T: … I’m out on the streets. Yes, I know. I’m all packed and ready to go,
if that’s what you really want.
5a 4.12 Ss complete the Useful phrases 1 box individually, MR: Er … yes, I suppose so. And I see you’ve been cleaning too.
then compare their answers in pairs. Play the recording for Ss to T: Yes. I’ve tried to make it look nice. I never noticed how beautiful
check their answers, then check with the class. these chairs are. Are they antiques?
MR: Well, I’m not sure about antiques, but they’re quite old. They belonged
to my parents. This was their flat, you see, before they died. So all
Answers: 1 or 2 won’t 3 have 4 have 5 and
this furniture is their old stuff. There are a lot of memories here.
T: Oh, wow. I had no idea. So it must have been quite upsetting to see
b Check understanding of exactly what is meant by a threat in everything in a mess before. I’m so sorry.
this context (= a suggestion of hostile action). Ss identify the MR: It’s OK. They’re just things. Maybe it’s time to move on.
threats in the Useful phrases 1 box individually, then check in pairs. T: Hmm, I’m not so sure. I think it’s important to keep things like that …
Check answers with the class and elicit the structures used on but maybe not in a flat you’re renting to a nightmare tenant like me!
the board. MR: Er, yes, sorry. I may have lost my temper a little yesterday.
T: It’s fine. It’s completely understandable. So how come you decided
to rent out this flat, then, if it has so many precious memories for
Answers:
you? If you don’t mind me asking, of course.
Extracts 1, 2 and 5 are threats. MR: Well, I didn’t want to rent it out at first. But then, well, I lost my job,
1 Imperative + or + statement and I needed some extra income.
2 if + won’t (for refusal), will T: Oh no. So I can see why you’re so desperate for me to pay the rent
5 Noun phrase + and + statement on time. I’m really sorry about the situation with this month’s rent.
This situation with my client is driving me crazy – I hate being late
c Put Ss in pairs to think of less emotional ways of saying each of with my payments.
MR: So what exactly is the problem?
the things in Ex 5a. When they have finished, elicit Ss’ answers and
T: Basically, they tried to pay me for a big job about two months ago.
compare them around the class. Point out the use of I need … to Unfortunately, due to a stupid mix-up, they ended up paying it into
make statements sound less emotional and more factual. somebody else’s bank account. They’re in the process of recovering
it and transferring it to my own account, but it’s ridiculously
Suggested answers: bureaucratic, and everything is taking weeks and weeks. I can show
1 I need you to pay the money you owe me tomorrow. you all the emails, if you like, to prove that I’m not making it up. It
Otherwise, I’m afraid you’ll have to find a new flat. was the payment for about six months’ work, you see, so you can
imagine I’m pretty desperate for it by now.
2 I need a tenant who sticks to our agreement.
MR: Yes. I can imagine. That can’t be easy for you! So are you saying you
3 It’s extremely important for me to maintain my good expect to have the rent in the next couple of weeks?
relationship with my neighbours. T: The next couple of days, hopefully. Once the money arrives in
4 Don’t forget, Toby, it’s still my flat. my account, I’ll be able to pay you for the next two months’ rent
5 If you make any more excuses, I’m afraid that’ll be the end of it. upfront, if you need it – to apologise for all the trouble. Er … unless
you’ve kicked me out on the street by then.
6a Ss complete the statements individually. Monitor and help MR: Well, perhaps I was a little harsh with you yesterday. Maybe we can
try and work something out. I suppose I might be able to wait a few
with ideas where necessary.
more days for this month’s rent.
b Put Ss in pairs to roleplay the conversations. When they have T: That would be amazing. I love living here. I’d hate to have to leave.
finished, ask a different pair to perform each mini-conversation for MR: Well, I’m sure it won’t come to that. It’s more a matter of long-term
the class and ask Ss to compare with their own ideas. stability for me – I need to ensure I have a steady income, month in,
month out.
T: Yes. I completely understand.
Listening 2 MR: But yes, I’d like to see that email, if you don’t mind. It’s not that I don’t
trust you, of course, but, well, I have been taken advantage of by
7 4.13 Tell the class that they’re going to listen to the
previous tenants in the past, so you can’t be too careful these days.
next part of the conversation, 24 hours later. Go through the T: Yes, of course.
statements with the class so they know what to listen for. Ss listen
and decide if the statements are true or false individually, then
8a Focus attention on the Useful phrases 2 box, then ask Ss to
compare their answers in pairs. Check answers with the class and
match the phrases with the functions. Point out that some phrases
ask Ss to correct the false statements.
may have more than function. Check answers with the class.
Answers:
Answers: a 1, 5 (also possibly: 3, 4) b 9, 10 c 7, 8 d 2, 6
1 T
e 3, 4
2 F – He thinks it’s important to keep it, but not in a rented flat.
3 T
b 4.14 Ss listen to the two versions of each extract and
4 F – His client has paid the money into the wrong bank
identify the more empathetic version in each case, then check
account and the bank is taking a long time to transfer it to
in pairs. Check answers with the class and elicit what makes the
Toby’s account.
phrase sound more empathetic.
5 F – She trusts him, but wants to check because she’s been
tricked like this before.
Answers:
1b 2a 3b 4a 5b 6b
The empathetic version has more ‘musical’ intonation (i.e. rising
and falling) and pauses.
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Audioscript 4.14
Unit 4
1 a It must have been quite upsetting to see everything in a mess. 4 Check and reflect:
b
2 a
It must have been quite upsetting to see everything in a mess.
I may have lost my temper a little yesterday.
Units 3 and 4
b I may have lost my temper a little yesterday.
3 a I can see why you’re so desperate for me to pay the rent on time.
b I can see why you’re so desperate for me to pay the rent on time. Introduction
4 a That can’t be easy for you!
b That can’t be easy for you! Ss revise and practise the language of Units 3 and 4. The notes
5 a Maybe we can try and work something out. below provide some ideas for exploiting the activities in class, but
b Maybe we can try and work something out. you may want to set the exercises for homework, or use them as a
6 a Well, I’m sure it won’t come to that. diagnostic or progress test.
b Well, I’m sure it won’t come to that.
1 With weaker classes, elicit the first answer as an example
c Ss practise saying the phrases in pairs. If necessary, play the and write it on the board. Ss rewrite the rest of the questions
recording again as a model for Ss to repeat. individually, then check in pairs. Check answers with the class and
Speaking Answers:
1 What is it that you want to speak to me about?
9a Put Ss in A/B pairs and direct them to the relevant pages. Give
2 Could you tell me how much experience you have?
them plenty of time to read about the situations and plan what
3 Didn’t you want to speak to Clare?
they’re going to say. Encourage them to refer back to the Useful
4 You mean we should ask them for more money?
phrases boxes in the lesson to help them. Monitor and help with
5 Who was it that came up with this idea?
6 You went where after the meeting?
on the board.
b Give each pair a couple of minutes to plan how they’ll report
back to the class, using the questions to help them. When they are
ready, ask each pair to report back to the class and find out if other Write a range of prompts on the board, each one using one of
pairs had similar responses. the question forms from the language focus box in Lesson 3A,
e.g. Can you tell me … ; What is it … . Ask Ss to write a question
Reflection on learning for each prompt that they can ask another student in the class.
Write the following questions on the board: Monitor and check Ss are forming the questions correctly. When
they have finished, ask Ss to stand up and walk around the
Do you feel more confident resolving conflicts in English now?
classroom, asking other Ss their questions. Encourage them to ask
What other kinds of conflicts do you think this language might
follow-up questions. When they have finished, ask Ss to share any
be useful in?
interesting information they found out with the class.
2 Ss choose the correct alternatives individually, then check in
Homework ideas Answers: 1 bounce 2 bright 3 brainwave 4 springs

Reflection on learning: Ss write their answers. 5 ideas 6 given
App: grammar, vocabulary and pronunciation practice 3a Ss replace the words in bold individually, then check in pairs.
Answers: 1 befuddled 2 mull over 3 underestimate

4 intuitive 5 misinterpret
b Demonstrate by telling the class which sentences are true for

you and giving more information, then put Ss in pairs to do the
same. When they have finished, ask a few Ss to share anything
interesting they found out about their partner with the class.
4a Ss match the sentence halves individually, then check in pairs.
Answers: 1 e 2 a 3 c 4 f 5 b 6 d
b Put Ss in pairs to share their sentences and give more

information. When they have finished, ask a few Ss to share their
ideas with the class.
5 Ss complete the sentences individually, then check in pairs.
Answers: 1 deeply 2 completely 3 perfectly 4 utterly

5 quite 6 seriously
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6 Highlight that both options are possible in one of the sentences. 13 Ss match the sentence halves individually, then check in pairs.
Unit 4
Ss choose the correct alternatives individually, then check in pairs. Check answers with the class.
Answers: 1 i 2 g 3 f 4 a 5 e 6 b 7 h 8 c 9 d
Answers: 1 character assassination 2 impartial
3 unsubstantiated 4 both possible 5 interpretations Reflect
6 footage Ask Ss to rate each statement individually, then compare in pairs.
Encourage them to ask any questions they still have about any of
7a Ss complete the questions individually, then check in pairs. the areas covered in Units 3 and 4.
Homework ideas
Answers: 1 attack 2 buzz 3 prospect 4 churn
5 exhilaration 6 thrill
Roadmap video
b Ss discuss three of the questions in pairs. Fast finishers could
discuss more of the questions. Encourage Ss to ask follow-up
questions to find out more information. When they have finished,
about their partner with the class.
8 Ss complete the sentences individually, then check in pairs.
Monitor and check they are using the correct forms to complete
each sentence. Check answers with the class. 4A Master your reading
Answers: 1 won’t go away 2 ’ll/will be studying
3 wouldn’t open 4 will stay up (Not: ’ll stay up) Introduction
5 won’t have seen 6 ’d/would draw
Ss develop the reading skill of understanding a narrative or
biography by learning how to recognise foreshadowing of events.
9 Point out that the first and last letter of each adjective are
given. Ss complete the sentences individually, then check in pairs.
Check answers with the class. Warm up
Answers: 1 strong 2 household 3 mutual 4 exorbitant Which biographies of famous people have you read?
5 regular 6 prior What kind of information do you find in biographies?
What’s the most interesting one you’ve read?
10 Elicit the first answer as an example. Ss rewrite the sentences
Ss discuss the questions in pairs. When they have finished, elicit
Answers: 1 Introduce the topic by telling the class the last time you wrote
1 If I fail my exam, I may have to retake it. (NB The speaker isn’t a letter on paper and what other things you still write on paper. Ss
predicting or promising that he/she will fail, so will is wrong.) discuss the questions in pairs. When they have finished, elicit their
2 If you loved her previous book, you’ll love her new one. ideas and have a brief class discussion.
3 If your boss won’t listen to your opinions, you should find a 2a Focus attention on the photos and ask if Ss have heard of
new job. (NB Here, won’t refers to a refusal, so it’s fine Richard Feynman. Feed in information from the Culture notes
after if.) below. Ss read the first two paragraphs of the blog post then
4 If you’d prefer to be alone, I’ll leave you in peace. discuss the questions in pairs. Elicit ideas from a few Ss and find
5 If you’ve never skied before, please raise your hand. out if others agree.
6 You can read my poems if / as long as you won’t laugh.
(NB The speaker is asking for a promise not to laugh later.)
Culture notes
Richard Phillips Feynman was an American theoretical
physicist, born in 1918 in New York. He is known for his work on
quantum physics and won the Nobel Prize for Physics in 1965.
He died in 1988 in Los Angeles.
Answers: 1 vivid childhood memory 2 fleeting glimpse
3 mellow music 4 hazy image 5 pungent flavours
b Give Ss a strict time limit to read the whole blog post quickly
6 muffled conversation
and put the events in order, then check in pairs. Check answers
with the class.
b Give Ss time to change the statements so that they are true for
them. Monitor and check they’re using the adjectives correctly and
Answers: 1 d 2 e 3 a 4 c 5 b
offer help where necessary. When they have finished, put Ss in
pairs to share their sentences.
Answers: 1 like 2 Somehow 3 resembling

4 that kind of thing 5 out 6 on 7 can 8 what
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3 Ss read the blog post again and decide individually if the
Unit 4
statements are true or false, then check in pairs. Check answers 4B Master your writing
with the class and elicit which part of the post gives each answer.
Answers:
1 T – he revolutionised the fields of …
Introduction
2 T – in his native New York Ss develop the skill of writing a letter of application for an
3 F – She … began to recover internship by learning how to put a positive spin on limited
4 T – The prognosis was bleak experience and skills.
5 F – killed more people than any other illness
6 T – against his better judgement he agreed to tell her it was Warm up
only a mild illness
7 F – his university … threatened to withdraw his funding
because they felt he should focus on his studies What information do you usually include in a job application?
What three top tips would you give for someone applying for
4 Ss find words with the meanings individually, then check in a job?
pairs. Check answers with the class and be prepared to give Ss discuss the questions in pairs. When they have finished, elicit
further explanations and examples where necessary. ideas from the class and find out if others agree.
1 Focus attention on the photos and elicit what Ss can see. Ss

Answers: 1 penned 2 revolutionised 3 pioneer
discuss the questions in pairs. When they have finished, elicit Ss’
4 eminent 5 mutual 6 prognosis 7 talked out of it
8 succumbed
Answer: 1 An internship is usually unpaid and short term.
5a Refer Ss back to the last (unfinished) line of the blog post. Ss
discuss what they think the reason is in pairs. When they have
2 Give Ss time to read the advert, then put them in pairs to
finished, elicit Ss’ ideas.
discuss their ideas. Elicit Ss’ answers and ask a few Ss to share
b Direct Ss to the ending of the blog post on page 190 to check their reasons.
their ideas. Check the answer with the class and find out if anyone
3a Ask Ss to read the email and then discuss in pairs. Elicit Ss’
guessed correctly.
Answer: He wrote it two years after she died. b Read the example with the class, then ask Ss to read the
extracts and decide in pairs what points in the advert the other
6 Ss discuss the questions in pairs. When they have finished, elicit extracts refer to. Check answers with the class.
their answers and have a brief class discussion.
Answers:
7a Refer Ss back to the sentences in bold in the blog post and ask
1 We are seeking a young and very enthusiastic intern …
them to discuss their ideas in pairs. Don’t give any answers yet.
2 helping with all the latest digital marketing techniques
b Ss read the Focus box and check their answers. Check answers 3 for the late teen/early 20s market
with the class and answer any questions Ss have about the 4 the most interesting and inspiring cultural events / with
information in the box. experience of cultural events and/or organisations
5 helping with all the latest digital marketing techniques
Answer: They all foreshadow future events, that is they
6 Punctuality is a must!
refer to events in the future of the narrative that have not yet
been reached. Their purpose is to help the reader understand
4 Ss identify the paragraphs individually, then check in pairs.
the events of the narrative, to stop the narrative becoming
too boring with event after event and to create interest and
curiosity about how something happens. Answers: a 4 b 2 c 5 d 5 e 1 f 1, 5 g 3
h 1 (and a bit of 5) i 2, 3, 4
8a Ss read the extracts and think about what might follow, then
discuss their ideas in pairs. Elicit Ss’ ideas, but don’t give any 5a Draw attention to the phrases in bold in the email, then ask Ss
answers yet. to match them with phrases a–e individually, then check in pairs.
b Ss turn to page 182 and check their ideas. Check answers with Check answers with the class.
the class.
Answers: 1 d 2 c 3 a 4 e 5 b
Answers:
1 Apple used Feynman’s image in a commercial in the 1990s, b Discuss the question as a class.
more than ten years after his death.
2 Feynman’s last words were ‘I would hate to die twice. This Answer: They help the letter to stand out and to make the
dying business is boring.’ candidate seem strong and business minded.
9 Put Ss in small groups to discuss the questions. When they have 6a Explain that Rachel hasn’t had a paid job in marketing, so she
finished, elicit Ss’ ideas. needs to put a positive spin on what she’s done academically. Ss
look for ways in which she does this, then compare ideas in pairs.
Homework ideas Don’t give any answers yet.
Ex 9: Ss write a short biographical piece about themselves.
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b Go through the information and examples in the Focus box with
Unit 4
the class and answer any questions they have. Ss then check their 4C Master your listening
answers to Ex 6a. Check answers with the class.
Answers: See Focus box.

Introduction
7a Ss rewrite the phrases, using the information in the Focus box Ss develop the listening skill of understanding a group discussion
to help. Monitor and offer help where necessary. When they have by learning how to recognise references to common expressions.
finished, check answers with the class.
Warm up
Answers:
1 … this experience taught me the value of patience. Put Ss in pairs to discuss the advantages of spending time alone
2 During the project, I was instrumental in helping the team to (e.g. you can do what you want, you can relax, etc.). When they have
stage an exhibition … finished, elicit Ss’ ideas and find out if other Ss have similar ideas.
3 … I now have a good understanding of how to design a mobile 1 Focus attention on the photo and elicit what Ss can see. Ss
application. discuss the questions in pairs. When they have finished, elicit Ss’
4 I completed a great deal of coursework on various aspects of ideas and find out if others agree.
commercial law.
5 I am up to date on the latest spreadsheet software. Answer:
1 It’s a dining in the dark experience. People do this in order to
b Ss write their sentences individually. Monitor and help with have a different kind of experience and to allow themselves
ideas and vocabulary where necessary, writing any new words to focus on the food.
and phrases on the board. When they have finished, put Ss in pairs
to compare what they’ve written. 2 4.9 Go through the sentence starters with the class so they
know what to listen for. Ss listen and complete the sentences
Prepare
individually, then compare their answers in pairs. Check answers
8a Go through the list of jobs and elicit ideas as to what each with the class.
one might involve. Ss choose one they’d like to apply for or choose
their own idea. (If any Ss are currently thinking about applying Answer: 1 a bathroom 2 any contact at all 3 20 days
for internships then this would be a good opportunity to practise
doing so.)
Audioscript 4.9
b Ss complete the advert with details that suit them. Monitor and
A: Thanks again guys for having me over, that’s the second time I’ve
help with ideas where necessary and check Ss are completing it
blown all the fuses this year. It sure makes you realise how much you
with relevant information. rely on electricity.
c Ss make notes individually. Monitor and help with vocabulary B: Well, accidents will happen! Talking of darkness, I read the other day
where necessary. that someone spent a whole month in complete darkness …
A: Complete darkness?
Write B: Yeah …
9 Ss write their emails. Encourage them to refer back to the C: Where? In a cave?
B: In a bathroom.
application in Ex 3 as a model and the information in the Focus
A: A bathroom? You’re joking.
box to help them. Monitor and offer help and corrections where B: No, she spent most of a month in a pitch black bathroom.
necessary. A: Why? Sounds like an odd holiday destination …
10a Remind Ss of the checklist in Ex 4, then put Ss in pairs to B: Well, it was like a challenge.
swap emails and offer advice and suggestions on how to improve A: A challenge?
their applications. B: Yeah, I think someone challenged her to do it …
A: But why would she want to …
b Ss write their second drafts, following the suggestions they’ve C: … She probably wanted a book deal and a TV series out of it!
received. If you’re short of time, they could write their second B: … I was about to say that!
drafts for homework. C: Hehe, great minds!
A: Anyway, what happened? I mean, how did she cope?
Homework ideas B: Well, it’s quite interesting actually because they created this set of
rules that she had to abide by during the challenge …
Ex 10b: Ss write a second/final draft of their email.
C: They?
Workbook: Exs 1–9, pp.34–35 B: Yeah, the woman and whoever challenged her to do it.
C: What sort of rules?
B: Well, for example, she wasn’t allowed any contact from outside
whatsoever. The bathroom was completely soundproofed so she
couldn’t hear anything from outside and completely dark so she
couldn’t see anything, and of course no phone, no torch, no TV or
anything like that. She had to be in complete darkness for the
whole time.
A: Wow.
B: But there were positives. Like, all her food was brought to her from a
local restaurant …
C: Every cloud, I guess, at least she didn’t have to cook.
B: … but the meals were delivered at odd times so she couldn’t use that
to guess the time of day …
C: Why not?
B: Well one of the important rules was that she couldn’t know what
time of day it was … or how long she’d been in there.
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A: Unbelievable. I don’t think I could handle that. Total darkness and not 5a Ss read the extract and discuss the question in pairs. Don’t
Unit 4
knowing how long till you got out. Did she stick it out for a month? give any answers yet.
B: Well that’s the thing because after 20 days … no, actually, I’m jumping
b Ss read the Focus box and check their answers. Go through the
ahead of myself here. Let me go back to how she got through it …
C: Yeah, OK. information and examples in the box and answer any questions
B: So what she did, this woman, I’ve forgotten her name, what she did is she Ss have. Explain that it’s common in informal speech to refer to
made a routine for herself. She decided that as much as possible she’d common expressions with just the beginning of the phrase.
follow the same routine inside the bathroom as she had on the outside.
A: Hmm, easier said … Answers: See Focus box.
B: Indeed! When she woke up in the morning, at least she thought it
was morning, she couldn’t be sure, but when she woke up she had a
6a 4.10 Ss listen to the extracts and note the shortened
bath, combed her hair, got dressed, ate something. Then she did yoga
and meditation and she used this routine to keep herself as calm and expressions individually, then compare their answers in pairs. Play
happy as possible. the recording again if necessary, then check answers with the
C: And did it work? class, elicit or give the full expression and write them on the board.
B: Up to a point, yeah. She said there were a couple of times when her
mind started to play tricks. One was when she started hallucinating, Answers:
you know … 1 Every cloud (has a silver lining).
C: Hallucinating?
2 Easier said (than done).
B: Yeah, she started to see little white balls floating around the room.
A: Why?
3 Don’t count your chickens (before they hatch).
B: I’m not sure exactly but after a while in total darkness your mind 4 Speak of the devil and he doth appear, or, in modern English,
starts to see things that aren’t there, I guess. Speak of the devil and here he/she is.
A: That would freak me out.
B: And a couple of times she started to get into a negative thought Audioscript 4.10
cycle where she started thinking ‘What if I never get out?’, ‘What if I
go crazy in here?’ that kind of thing. 1
A: I’m not remotely surprised. B: But there were positives. Like, all her food was brought to her from a
B: She just had to stop herself going down that mental path, you know, local restaurant …
she just started meditating or doing yoga or anything to break the C: Every cloud, I guess, at least she didn’t have to cook.
thought pattern, really. But we’re getting off topic. Let me finish my 2
story. So actually this woman came out after 20 days … B: She decided that as much as possible she’d follow the same routine
C: Only 20 days? inside the bathroom as she had on the outside.
A: That’s not such a bad effort. A: Hmm, easier said …
B: The guy who had challenged her said that he realised she was going
3
to win the challenge so he admitted defeat and said that she may as
C: Well, well done her. Hey, maybe my boss will go and hide in a
well come out.
darkened bathroom for a month …
C: Well, well done her. Hey, maybe my boss will go and hide in a
A: Heh, don’t count your chickens!
darkened bathroom for a month …
A: Heh, don’t count your chickens! Actually, Patrick should be here soon, 4
he’s into caving and crawling around in the dark, he might be into it. A: Actually, Patrick should be here soon, he’s into caving and crawling
B: And, speak of the devil … around in the dark, he might be into it.
B: And, speak of the devil …
3a Go through the questions with the class so they know what

to listen for, then play the recording again for Ss to listen and b Allow Ss to discuss the questions in pairs, then check answers
answer them. with the class.
b Ss check in pairs, then check answers with the class.
Answers:
1 1 There is something good, even in a situation that seems
Answers:
very difficult or sad.
1 how much she relies on electricity
2 Even though the situation was very tough, there were
2 Perhaps to become famous and get a book deal or a TV series
some positives, like having her food brought to her.
from it.
2 1 It’s easy to talk about it but much harder to do it.
3 so she didn’t know what time of day it was
2 Following a routine in total darkness sounds simple but it’s
4 By sticking to a routine similar to her one on the outside. She
probably difficult.
also did yoga and meditation.
3 1 You shouldn’t make plans that depend on something good
5 She started hallucinating and she started to go into a
happening, because it might not.
negative thought cycle at times.
2 She wants her boss to go away for a month, but it’s unlikely
6 The person who challenged her to do it accepted that she
to happen.
would succeed and allowed her to come out early.
4 1 When someone you have just been talking about walks into
the room where you are.
4 Ss discuss the meaning of the phrases in bold in pairs. Check
2 They were talking about Patrick when he arrived.
Answers: 7 Ss discuss the questions in pairs. When they have finished,

1 completely dark elicit their answers to find out which situation Ss think would be
2 follow most difficult via a show of hands.
3 at all
Homework ideas
4 he/she can do it because it doesn’t make a difference to the
situation Workbook: Exs 1–3, p34
5 keep going with something until the end
6 not even slightly
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Unit 5
5A Unsung heroes
The goal of this lesson is for Ss to discuss unsung heroes. To help
them achieve this, they will learn or revise linking devices and
vocabulary related to importance and usefulness.
5A Unsung heroes
Goal | discuss unsung heroes Warm up
Language focus | linking devices
Ask Ss to think of the three most important jobs for society, i.e.
Vocabulary | importance and usefulness
jobs that society couldn’t function properly without. When they
are ready, put Ss in pairs to compare their ideas and agree on a
Can use a wide range of persuasive techniques in presentations
and discussions to encourage others to take a course of action
new three. When they have finished, put pairs together in groups
of four to share ideas and agree on a new top three. When they
5B The power of failure have finished, elicit each group’s ideas and try to agree on the
Goal | tell an anecdote three most important jobs.
Language focus | unreal conditionals
Vocabulary | risk, success and failure
GSE learning objective Reading
Can tell a detailed anecdote using linguistically complex
language 1 Read the dictionary definition with the class, then put Ss in
pairs to think of examples in each of the categories. When they
5C The great clean-up
have finished, elicit Ss’ ideas and have a brief class discussion,
Goal | discuss problems and hypothesise solutions
Language focus | hypothetical language feeding in information from the Suggested answers.
Vocabulary | near-synonyms
Suggested answers:
Can speculate about the causes and effects of past problems Films, TV and music: The designers, sound engineers, writers,
and suggest potential solutions editors, etc., who do a lot of creative work, while the actors,
singers, directors, etc., get most of the credit.
Sport: The coaches, dieticians, physiotherapists, etc., who help
Goal | politely refuse a request
world-famous sports stars to reach their potential.
Vocabulary | excuses
Scientific research: The junior researchers, who may do a lot of
the work in a laboratory while the team leader gets all the credit
Can show sensitivity to different perspectives within a group,
acknowledging contributions and formulating any reservations, (e.g. by publishing the research under his/her name).
disagreements or criticisms in such a way as to avoid or minimise Business: Middle managers and ordinary workers. The ‘big
any offence bosses’ are often credited with building brilliant companies and
products, whereas in fact it’s often less-famous employees
Roadmap video
whose contributions make the biggest difference.
Creating and maintaining a great city/country: Healthcare
workers, teachers, police officers, builders, etc. Again, famous
VOCABULARY BANK
politicians often claim the credit for cutting crime, reducing rates
5A Adjectives with dependent prepositions of disease or building a new bridge, but it’s ordinary workers
who do the actual physical and creative work.
5B Compound adjectives with -ing forms
MASTER YOUR SKILLS read the article and answer the questions individually, then check
in pairs. Check the answers with the class.
5A Master your listening
Goal | understand a narrative
Answers:
Focus | understanding colloquial language
1 They’re effectively invisible because most people don’t notice
them; they’re superheroes because they keep cities clean.
Can understand stories being told by a fluent speaker using
colloquial language 2 He decorated some waste pickers’ handcarts because he
wanted to raise their self-esteem.
5B Master your reading 3 It provides free healthcare and protective clothing, the
Goal | understand a story handcarts are renovated and painted.
Focus | distinguishing between literal and allegorical meaning 4 The project is expanding to include encouraging recycling.
GSE learning objective 5 We should be more aware of invisible superheroes and think
Can distinguish between literal and allegorical meaning in a about how to support them.
literary text
5C Master your writing 3 Ss discuss the questions in pairs. When they have finished, elicit
Goal | write an essay their answers and have a brief class discussion.
Focus | synthesising information from a number of sources
Can write essays and reports synthesising information from a
number of sources
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Language focus Further practice
Unit 5
Linking devices Photocopiable activities: 5A Language focus 1, p203;

4a Focus attention on the words in bold in the article and elicit 5A Language focus 2, p204
their function as a class. App: 5A Grammar practice 1 and 2
Answer: They connect ideas between parts of a sentence

or between sentences and show the relationship in meaning Vocabulary
between the constituent parts. Importance and usefulness
6 Ask Ss to underline the correct words in the sentences
b Give Ss a couple of minutes to read the language focus box or individually. Allow Ss to compare their answers in pairs, then check
go through it with the class. Answer any questions Ss have. Ss answers with the class. Drill the words chorally and individually,
then complete the sentences with their own ideas. Monitor and paying attention to the correct stress and weak forms.
help with vocabulary where needed, writing any new words and
phrases on the board. Answers: 1 groundbreaking, far-reaching 2 futile
c Put Ss in pairs to compare their sentences. When they have 3 worthless, undervalued 4 indispensable, pivotal
finished, ask a few pairs to share the sentences they agree with. 5 noteworthy, negligible 6 immaterial, important
7 key, peripheral 8 overrated, important
Language checkpoint
You could also teach the following linking devices: Teaching tip
Albeit + an adverb, a prepositional phrase or a noun phrase When drilling words such as negligible, which can be difficult to
(e.g. She can speak English, albeit slowly/albeit with a pronounce, it’s a good idea to separate the syllables and drill
strong accent.) them backwards e.g. ble, gible, ligible, negligible. Building it
But for + a noun phrase (e.g. But for one stupid mistake, backwards helps to maintain the correct stress pattern. This
I would have passed my exam.) technique is known as backchaining.
5a Put Ss in pair to read the examples in the language focus box 7 Read the example with the class, then put Ss in pairs to practise
aloud and decide if the linking devices are stressed. Elicit Ss’ ideas disagreeing with each statement. When they have finished, check
but don’t give the answer yet. answers with the class.
b 5.1 Play the recording for Ss to listen and check their
answer. Check the answer with class, then play the recording Optional alternative activity
again for Ss to listen and repeat. With weaker classes, you could write adjectives which disagree
with each statement in random order on the board, for Ss to
Answers: Linking devices are not usually stressed. choose from when disagreeing, e.g. (1) indispensable, pivotal, key
(2) worthless, peripheral (3) pivotal, key
Optional extra activity (4) indispensable, pivotal, key
Write the following two sentences on the board: (5) worthless, peripheral, overrated.
Life was difficult for me as a child. But for my grandparents, life
was much harder. VOCABULARY BANK 5A p170
Life was difficult for me as a child. But for my grandparents, life Adjectives with dependent prepositions
would have been much harder.
Elicit the difference in meaning, then ask Ss to practise saying the vocabulary section.
two sentences.
1a Ss complete the sentences individually, then check in
LANGUAGE BANK 5A pp.154–155 Answers: 1 to, with 2 to, to/for 3 for, to 4 to, of/from
check the notes with Ss, especially the forms which are b Ss match the sentence halves individually, then check in
new to your Ss. In each exercise, elicit the first answer as an pairs. Check answers with the class.
example. Ss work individually to complete the exercises, then Answers:
check their answers in pairs. In feedback, elicit Ss’ answers 1 f 2 h 3 e 4 i 5 b 6 j 7 c 8 d 9 a 10 g
and drill the questions. Ss can refer to the notes to help them.
2 Ss complete the questions individually, then check in pairs.
Answers: Check answers with the class, then put Ss in pairs to discuss
1 1 that we’ve got no / our lack of the questions. When they have finished, ask one or two Ss
2 offered to share anything interesting they found out about their
3 I’ve slept partner with the class.
4 him being rude / his rudeness
5 having been chased / being chased Answers: 1 for 2 of 3 to
2 1 But for your generosity
2 Provided (that) you don’t do anything stupid Further practice
3 regardless of how
4 inasmuch as you won’t
5 Granted, they’re
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Speaking
Unit 5
Prepare
5B The power of failure
8 5.2 Go through the questions with the class so they know
what to listen for. Ss listen and answer the questions individually,
then compare their answers in pairs. Check answers with the Introduction
class. The goal of this lesson is for Ss to tell an anecdote. To help them
achieve this, they will learn or revise unreal conditionals and
Answers: vocabulary related to risk, success and failure.
1 bus drivers, street cleaners, social workers
2 Bus driver. Paolo thinks it’s a hard job driving all day and
Warm up
dealing with abuse from customers but Rebekah thinks
they’re sat in a comfy chair all day and that if they went on Write on the board be bound to … , be destined to … , be doomed
strike she’d just cycle. to … , … miserably, … dismally, … spectacularly. Put Ss in pairs to
guess the one word which completes all of these collocations,
Audioscript 5.2
then check the answer with the class (fail ). Ask Ss to write the
collocations in their notebooks.
P: OK, so five unsung heroes. Well, street cleaners, for sure.
R: Yes, agreed. No argument there.
P: Bus drivers?
R: Bus drivers?
Reading
P: Yes, it’s a hard job driving all day, not to mention the abuse you get 1 Check understanding of proverb (a short, well-known
from customers.
statement that gives advice). Ss read the proverbs then discuss
R: Granted it’s a hard job, but they’re sat in a comfy chair all day, so it’s
not as hard as being a street cleaner. the questions in pairs. When they have finished, elicit Ss’ answers
P: Supposing they went on strike tomorrow? How would you get here? and have a brief class discussion.
R: I’d cycle. 2 Ss read the article quickly and identify the number of examples
P: Well, who do you suggest then? of people who seem to have failed. Check the answer with the
R: Social workers. Not a glamorous profession, but they do so class and elicit what the examples are. Give Ss a chance to ask
much good for vulnerable people in society. I’d say they’re pretty
about any new vocabulary in the article.
indispensable.
P: OK, pop them on the list … Right, what about …
Answers: Six: skateboarders, parkour runners, gymnasts,
elite figure skaters, musicians, business innovators
9 Ss make notes about who they think are unsung heroes and
why they should receive more recognition, individually. Monitor 3 Ss discuss the questions in pairs. When they have finished, elicit
and help with ideas and vocabulary, writing any new words and Ss’ answers and have a brief class discussion.
phrases on the board.
Speak Vocabulary
10a Have Ss work in pairs. Ask them to take turns to propose Risk, success and failure
people from their lists as unsung heroes and then discuss which
4 Elicit the first answer as an example, then ask Ss to find the
of them deserve a place in their combined top 5 unsung heroes.
rest of the words and phrases individually, then check in pairs.
Encourage the use of linking devices to connect ideas and the
Encourage Ss to use dictionaries to check where necessary. Check
lesson vocabulary in reference to the usefulness of each ‘hero’.
answers with the class and drill the new words and phrases.
b Ask a few Ss to share their ideas with the class and elicit other
Ss’ reactions. Give Ss feedback on their language use as a class. Suggested answers:
(also consider any other acceptable suggestions)
Reflection on learning Risk: attempting overly complex tricks, attempt crazy stunts,
Write the following questions on the board: attempt jumps that are beyond their current abilities, stick
What were the three most useful words or phrases you learnt to their comfort zones (i.e. risk averse), pushing themselves
in today’s lesson? beyond their limits, pushing the boundaries
How might you use them in the future? Success: pros, elite, on the way to great success
Put Ss in pairs to discuss the questions. When they have Failure: incompetent, landing in a crumpled heap, ending up flat
finished, ask if anyone wants to share their ideas with the on their backs, losers, experiencing soul-destroying failure,
class, but don’t force them to if they’d rather not. keep making mistakes, sink without trace

Homework ideas
Workbook: Exs 1–4, p36 Answers: 1 soul 2 drawing 3 pick 4 trace 5 fell
App: grammar, vocabulary and pronunciation practice 6 losing, losses 7 zone 8 safe, wind, went

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b Ss categorise the phrases individually, then compare answers in
Unit 5
Answers:
pairs. Check answers with the class. 1 Hannah got fired from the job she had in a clothes shop whilst
at university.
Answers:
2 Hannah is a perfectionist and spent so long folding the
1 soul-destroying, sank without trace, fell flat, fighting a losing
jumpers that she neglected the rest of her department.
battle
3 Hannah learnt that it’s important to keep the big picture
2 go back to the drawing board, pick myself up
in mind. She was devastated when she wasn’t offered a
3 cut your losses
permanent position and has worked her socks off ever since
4 comfort zone, play it safe, threw caution to the wind,
so the same thing doesn’t happen again.
went for it
Audioscript 5.6
L: Ladies and gentlemen, before we continue with the awards
Write the following questions on the board: ceremony, I’d like to introduce our keynote speaker, Hannah
Do you prefer to stick to your comfort zone or are you happy to Nishikawa, one of the most successful businesspeople in the country.
throw caution to the wind? We’ve invited Hannah to present some of her tips for success,
What sort of problems might force you to cut your losses and go which hopefully will inspire you all to emulate her spectacular
back to the drawing board? achievements. So without further ado, please welcome Hannah
Nishikawa.
Put Ss in pairs to discuss the questions. Encourage them to think H: Thank you, Leo, and thank you to the awards committee for inviting
of examples from their own experience. When they have finished, me. I know you’d like me to talk about success, but I decided it
ask a few Ss to share their answers with the class. might be more useful for you if I talked about some of the biggest
failures of my life, and what I learned from them. And believe me, I’ve
6 Give Ss a few minutes to prepare their anecdotes and make experienced many failures over the years.
For a start, I once got fired from my job for being incompetent and
notes if they want to. Monitor and help with vocabulary where
disorganised, which was pretty devastating, as you can imagine. In
necessary, writing any new words and phrases on the board. fact, it had such a huge and lasting impact on me that I can honestly
Encourage Ss to think about how they can use phrases from Ex 5a. say, if I hadn’t lost the job all those years ago, I don’t think I’d be where
When they are ready, put Ss in pairs to share their experiences. I am now. Let me explain.
When they have finished, ask one or two Ss to share their It was a weekend job in a really fashionable clothes shop, back when
experiences with the class. I was still a student. Now I was really excited about landing that job –
in those days, if you had a job in a clothes shop, you were the coolest
of the cool, so all my friends were really jealous. On my first day, I was
VOCABULARY BANK 5B p170 told to look after the menswear section – which basically meant
Compound adjectives with -ing forms folding up the clothes, hanging things up after customers had tried
These optional exercises build on the lexical set in the them on and replacing any stock that was getting low. And, well, I got
into the folding side of things and spent the whole morning folding a
vocabulary section.
huge display of jumpers. Unfortunately, customers kept coming along
1a Ss match the compound adjectives with the words and and rummaging through them, making them messy again, so it was a
phrases with a similar meaning individually, then compare never-ending battle to keep the display looking perfect. I remember
their answers in pairs. Check answers with the class. thinking that shop work would be so much easier if it weren’t for all
the customers!
Answers: 1 terrifying and exciting 2 non-criminal You see, I’ve always been a bit of a perfectionist, which is usually a
3 important for many people 4 stressful 5 eternal good thing. After all, if I weren’t such a perfectionist, I wouldn’t have
6 dangerous 7 depressing 8 spectacular done so well in my career over the years. But what I learned from
that experience is the importance of keeping the big picture in mind.
b Read the example with the class. Ss complete the second Doing the task you’ve been set, but not at the expense of
sentence in each case individually, then check in pairs. Check everything else.
answers with the class. Anyway, after about three hours, my manager called me over for
a ‘quiet chat’. Apparently, I’d been focusing so much on the jumper
Answers: 1 thought-provoking 2 award-winning display that I’d neglected the rest of my department, which was in
3 character-building 4 time-consuming 5 back-breaking a terrible state, with empty shelves and boxes everywhere. In fact,
6 jaw-dropping 7 awe-inspiring 8 mouth-watering I think I would have been fired on the spot if my colleagues hadn’t
pleaded with the manager to give me another chance.
As it was, I managed to hang on for a month, but things didn’t get any
Further practice better. Finally, my manager called me into his office to tell me that I’d
reached the end of my four-week trial period, and that they’d decided
not to offer me a permanent position. I hadn’t even known it was a
App: 5B Vocabulary practice 1 and 2 trial period! I’d just kind of assumed I’d have the job for as long as I
wanted it.
I was absolutely devastated at the time to be told I wasn’t good
Language focus enough! But from that point on, I’ve never taken anything for
granted. I started believing that I’d be fired again from every other job,
Unreal conditionals and that motivated me to work my socks off to avoid a repeat of that
7 5.6 Tell Ss they’re going to listen to a speech about success first experience. I mean, if I were to lose another job, I’d be absolutely
and failure. Go through the questions with the class so they mortified. So looking back, it was actually the most important
know what to listen for. Ss listen to the speech and answer the experience of my life. It taught me the importance of keeping my eye
on the bigger picture.
questions individually, then compare their answers in pairs.
And now, as I say, I’ve had a fair amount of success in business. But
Check answers with the class. it’s all thanks to being the world’s worst shop assistant all those years
ago. Who knows: if I hadn’t been so terrible, I wouldn’t have been
sacked and I might still be working there today! The point I’m making
is that failure isn’t necessarily the end; it’s often an opportunity to try
something new.
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8a 5.7 Ss complete the extracts individually, then compare 10a 5.8 Ss listen to the recording, paying attention to how
Unit 5
their answers in pairs. Play the recording for Ss to check their have is pronounced in each one. Go through the answer with the
answers, then check answers with the class. class.
Answers: Answers:
1 hadn’t lost, ’d be In sentences 1 and 2, it’s just a short vowel sound /ə/, without
2 had, were /h/ or /v/. Could have sounds more like coulda, might have
3 would be, weren’t sounds like mighta.
4 weren’t, wouldn’t have done In sentence 3, we hear /əv/ (I’d’ve).
5 would have been fired, hadn’t pleaded
6 hadn’t been, wouldn’t have been sacked, might still be b Ss practise saying the sentences in pairs.
working 11 Ss complete the sentences so that they’re true for them.
When they have finished, put Ss in pairs to share their ideas, then
b Focus attention on the first extract in Ex 8a and ask: Did she ask a few Ss to share their sentences with the class.
lose her job? (yes) Is she where she is now? (yes). Focus on the
fourth extract and ask: Is she a perfectionist? (yes) Has she done LANGUAGE BANK 5B pp.154–155
well over the years? (yes). Put Ss in pairs to match the extracts
with the relevant sections of the language focus box. When they
check the notes with Ss, especially the inversions when
are ready, check answers with the class and answer any questions
removing if. In each exercise, elicit the first answer as an
Ss have. Highlight the fact that in the second extract, the past
tense is used to refer to the past, while in the others it’s used to
check their answers in pairs. In feedback, elicit Ss’ answers
refer to an unreal situation and go over the information in the
Language checkpoint below.
Answers:
Answers: 1 1 Had I known 2 Were we to 3 if it would
1 We can mix second and third conditionals to talk about past 4 I were to tell you 5 there were to be 6 Were it not
situations with present results. 2 Suggested answers:
2 Conditionals with if + past can also be about the real past. 1 We could/might have won the match if I hadn’t missed
3 We can say if it weren’t for / if it hadn’t been for + somebody/ that easy goal.
something to talk about the importance of that person/thing. 2 If we hadn’t got caught in a traffic jam earlier, we’d be
4 We can mix second and third conditionals to talk about home (by) now.
present/timeless situations with past results. 3 If it hadn’t been raining, more people might/would have
5 We use third conditionals (with if + past perfect, would have come to the concert.
done) to talk about unreal past events. 4 We would have been waiting for you at the airport if you’d
6 We can change the patterns to suit our needs, here a told us what time you were arriving.
continuous verb form is used and might is used instead of 5 If Hannah hadn’t broken her leg, she could go dancing /
would. she’d be able to go dancing.
6 If I’d been looking where I was going, I wouldn’t have
walked into a lamppost.
Language checkpoint
In English, our choice of tense refers not only to time, but
also to reality and register. To make things seem more real, Further practice
we tend to use present tenses. To show that things are Photocopiable activities: 5B Language focus 1, p206;
unreal, we use past tenses. Similarly, present tenses tend 5B Language focus 2, p207
to be more informal and past tenses tend to be used more App: 5B Grammar practice 1 and 2
formally. This is because tense in English is closely related
to the idea of distance. If something is near to us (in terms
of time, reality and register), we use present tenses. If we Speaking
perceive it as distant from us (in terms of time, reality or
Prepare
register), we use past tenses.
12 Ask Ss to make notes for their anecdotes using the questions
to help them. Ask them to also think about which vocabulary from
9 Read the example with the class, then ask Ss to rewrite the rest the lesson they can use in their anecdotes. Monitor and help with
of the sentences individually, then check in pairs. Check answers vocabulary where necessary, writing any new words and phrases
with the class and invite different Ss to write them on the board. on the board.
Answers: Speak
1 Hannah wouldn’t have been fired if she had been better 13a Put Ss in groups to tell their anecdotes. Encourage them to
organised. ask follow-up questions to find out more information. Monitor and
2 If it hadn’t been for her colleagues, she would have got make notes on Ss’ language use for later class feedback.
sacked immediately. b Nominate a student from each group to summarise the best
3 If she hadn’t been focusing on the jumpers, she wouldn’t anecdote they heard for the class. When they have finished, give
have neglected the rest of the department. Ss feedback on their language use as a class.
4 She would have tried harder if she’d known she was on a trial
period.
5 She might take some jobs for granted if it weren’t for her
dread of being fired again.
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Unit 5
elicit Ss’ ideas and find out if others agree.
How confident do you feel telling personal anecdotes in Suggested answers:
English now? 1 David Sedaris probably made the most effort (i.e. picking up
What can you do to improve this? litter every day for years), Harriet Spark also made a great
Put Ss in pairs to discuss the questions. When they have effort, but she also had a lot of help, Byron Román probably
finished, ask if anyone wants to share their ideas with the made the least effort (i.e. cleaning up on one occasion and
class, but don’t force them to if they’d rather not. posting photos of it – but of course we don’t know how often
he did this).
Homework ideas 2 Erik Ahlström and Byron Román have both made a huge
difference, as both established trends that became global
phenomena. Harriet Spark has probably made less of a
difference, as strawkling will only work in a limited number of
places. David Sedaris has probably made the least difference
– or rather, the huge difference he has made is confined to
the area where he lives.
Vocabulary
Near-synonyms
4a Refer Ss back to the words in bold in the article, then ask them
to categorise them. Allow Ss to compare their answers in pairs,
then check answers with the class. Be prepared to give further
explanations and examples where necessary.
5C The great clean-up
Answers:
1 refuse, muck, debris, flotsam, remains
Introduction 2 immaculate, hygienic, pristine, spotless
3 scrub, disinfect, spruce up
The goal of this lesson is for Ss to discuss problems and
hypothesise solutions. To help them achieve this, they will learn or b You may want to go through the information in the Vocabulary
revise hypothetical language and some groups of near-synonyms. checkpoint before Ss do this exercise. Alternatively, go through
it while checking answers. Ss answer the questions individually,
Warm up then check in pairs. Check answers with the class.
Tell Ss the last three things you threw away as litter. Ask them to
make guesses about your lifestyle according to what you threw Answers:
away (e.g. sandwich wrapper – you like sandwiches). Ss then think 1 flotsam 2 remains 3 muck 4 pristine 5 hygienic
of and write down the last three things they threw away, then 6 scrub 7 spruce up
compare their lists and what they say about them in pairs.
Near-synonyms are sets of words with almost the
Reading same meaning, but subtle differences (e.g. British vs
1a Put Ss in small groups to discuss the questions. Monitor and American English; formal vs informal English; countable vs
help with ideas where possible. uncountable). They may also have specific collocations
(e.g. trash can/rubbish bin), or only be applied to very
b Elicit Ss’ ideas and ask if anyone does any of these already and
specific situations.
which they’d like to try. You could have a class vote for the best
idea, via a show of hands.
2 Focus attention on the photos at the top of the page and elicit Optional extra activity
what Ss can see. Then give Ss a couple of minutes to read the Write the following words on the board (some are from the article
article quickly and identify the activities in the photos. Check and the others are near-synonyms):
answers with the class and ask if Ss have ever heard of these 1 bizarre/strange
activities. 2 thoroughly/carefully
3 a cove/a bay
Answers: 4 dissuade/discourage
A The trashtag challenge 5 go viral/become popular
B Plogging 6 accomplishments/achievements
C Strawkling 7 emulate/copy
8 jaw-dropping/amazing
9 strewn/covered
10 a scourge/a nuisance
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Put Ss in pairs to discuss the differences in meaning between K: What do you mean by ‘they’? Who needs to sort it out?
Unit 5
each pair of words. When they have finished, check answers with J: I don’t know. The local authority? Whoever is responsible for cleaning
the class. things up. Why?
K: Well, I think that’s the problem. Everyone would rather someone
else cleaned it up, but I think it’s about time people started taking
Answers: responsibility for the local environment – including you and me.
1 Bizarre is a little more informal and more extreme than J: Er … yeah, maybe. But what could we do? I mean, there’s just the two
strange. of us.
2 If you do something thoroughly, you pay attention to every K: Well, I managed to clear up quite a lot during my run today, all by
small part. In theory, its possible to be thorough without myself. There was loads of rubbish on the beach, including a couple
being careful (or vice versa). of plastic bags, which I managed to fill up with plastic bottles, cans …
it was disgusting!
3 A cove is usually smaller than a bay.
J: Wow! That’s quite impressive. But it’s still just a drop in the ocean.
4 Dissuade is stronger than discourage. If you dissuade I mean, there must be tons of junk on the beach.
somebody from doing something, it usually means they’ve K: True, but imagine if every jogger on the beach were to do the same
stopped doing it, but if you discourage them from doing it, as me every time they went for a run. All the litter would disappear
you’re just telling them its a bad idea and they may disagree within a week.
with you. J: Hmm. Well, I wish it were that simple. But how are you going to
5 Things can only go viral on the internet, but when it persuade any other joggers to pick up litter while jogging? I mean,
it’s not exactly hygienic, is it?
happens, they become extremely popular very quickly.
K: Er, no. I wish I’d been wearing rubber gloves but … then I guess I’d
6 Your accomplishments are things you set out to do and have got too hot and sweaty.
managed to do as a result of your efforts (e.g. pass an J: Well, you should have taken a litter picker – you know, one of those
exam), whereas your achievements might include things grabby things for picking up rubbish.
you did by accident (e.g. win an award). K: Yeah, I know! I wish I’d thought of that before my run! And hand
7 Emulate is mainly used when you copy a role model and try sanitiser would have been useful too. OK, so I’ll take those next time
I go running.
to do the same things as him/her.
J: Cool. But you’ve got me thinking now. I wish we could do a bit more
8 Jaw-dropping is more informal and more extreme than
– you know, organise some kind of event where hundreds of people
amazing. worked together to spruce up the beach. It’d have to be something
9 Strewn is mainly used as part of compound adjectives fun, so people would treat it as though it were some kind of
(e.g. litter-strewn) to describe things that have been competition. I mean, I’d like to do something, but I can’t think what.
thrown all over the place without any care. The verb strew K: Yeah, me neither. Anyway, I’ve got to go and have a shower. Let’s talk
(= scatter) is extremely rare. Covered doesn’t imply how this more about it later, shall we?
J: Yeah, sure.
state has happened.
10 Scourge is much stronger than nuisance. While a nuisance is
simply annoying, a scourge can have devastating effects 7a Remind Ss of the information in the Language checkpoint
(e.g. the scourge of illness/poverty, etc.). in Lesson 5B, then ask them to read the language focus box.
Alternatively, go through it with the class and answer any
questions they have. Ss complete the extracts with the correct
form of the verbs individually, then compare their answers in pairs.
With weaker classes, elicit the first answer as an example. Don’t
give any answers yet.
Answers:
b 5.10 Ss listen and check their answers. Check answers with
1 litter 2 pristine 3 muck 4 spruce up 5 hygienic
the class.
b Ss guess whether their partner would agree with the
Answers:
statements in Ex 5a in pairs. When they have finished, elicit
Note that, where alternatives are given, the first alternative is
whether Ss generally agree or disagree with each statement.
the version recorded but the others are also possible.
Further practice 1 ’d/would sort
2 cleaned, started
3 were to do / was to do / did, would disappear
4 were/was
5 ’d/had thought, would have been
6 could do
Language focus
7 were/was
Hypothetical language
6 5.9 Tell Ss that they’re going to listen to two people having Optional extra activity
a discussion. Ss listen and say what they’re talking about. Check
As an extension, ask Ss to find examples of the following in the
the answer with the class.
reading text:
1 Past tenses to ask the reader to imagine an unreal situation.
Answer: Cleaning up the beach
2 A wish about other people’s actions.
Audioscript 5.9
Answers:
K: Hi Jack. 1 Imagine a world where people picked up litter, not because
J: Ah, you’re back, Kira. How was your run? they were being paid to do it, but because it seemed like fun.
K: Great, thanks. But I couldn’t believe how much rubbish there was on
2 … wishing somebody would finally do something about it, …
the beach. It was disgusting.
J: Yeah, I know. That’s why I stopped running there. I wish they’d sort it
out. It just gets worse and worse every year.
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8a 5.11 Ss listen to the sentences and number them in the Speaking
Unit 5
order they hear them. They then compare their answers in pairs
and discuss the difference in meaning between the sentences. Prepare
Check answers with the class. 10 Ask Ss to think of five problems that there might be with a
park individually.
Answers:
A 1 Speak
I wish you’d tried to help. 11 Put Ss in pairs to discuss the problems and the changes in
This is a wish about the past (i.e. you didn’t try to help). behaviour they would like to see.
B 2 12a In the same pairs, Ss think of activities that might improve
I wish you’d try to help. the park.
This is a wish about the present (i.e. you never try to help). b Put pairs together to form groups to compare ideas. Monitor
and make notes on Ss’ language use for later feedback. Give Ss
b Ss practise saying the sentences in pairs. If necessary, model feedback on their language use as a class.
and drill them yourself.
9a Read the example with the class. Ask Ss to rewrite the other Reflection on learning
sentences individually, then check in pairs. Check answers with Write the following questions on the board:
the class and write them on the board (or invite different Ss to What new information did you learn about hypothetical
do so). language today?
Which vocabulary from today’s lesson do you think you’ll use
Answers: most in the future?
1 I wish we had more time. How do you think you’ll use it?
2 It’s about time we started cooking.
3 I wish you’d clean / you cleaned your room more often.
4 I’d rather you hadn’t invited so many people.
5 If only there were/was something we could do.
6 You’re treating me as though it were/was my fault.
Homework ideas
b Ss complete the sentences so that they’re true for them. Reflection on learning: Ss write their answers.
Monitor and help with vocabulary where necessary, writing any Language bank: 5C Ex 1–2, p155
new words and phrases on the board. When they have finished, Workbook: Exs 1–5, p38
put Ss in pairs to share their sentences. Encourage Ss to ask App: grammar, vocabulary and pronunciation practice
follow-up questions to find out more information.
LANGUAGE BANK 5C pp.154–155 Extended route: go to p134 to Master your writing
check the notes with Ss, especially the use of the similar
structures. In each exercise, elicit the first answer as an
check their answers in pairs. In feedback, elicit Ss’ answers
Answers: 5D English in action

1 1 not 2 only 3 didn’t 4 were/was 5 about 6 wish
2 Suggested answers:
1 I wish I had more time. Introduction
2 I wish I hadn’t spent so much money.
The goal of this lesson is for Ss to practise politely refusing a
3 I wish somebody would help me / was/were willing to
request. To help them achieve this, they will learn phrases for
help me with my project.
making difficult requests and responding to requests, as well as
4 I wish I hadn’t been wearing that silly hat when they took
vocabulary related to excuses.
my photo.
5 I wish somebody would write a song about me (but I know
it’ll never happen). Warm up
6 I wish there were 25 hours in a day! Write the following on the board:
Would you ever:
Further practice • pick up a hitchhiker in your car?
• give up your seat for a stranger on the bus?
• pay the difference for a stranger in a queue in a shop in front of
5C Language focus 2, p210
you when they don’t have enough?
App: 5C Grammar practice 1 and 2
• pay a stranger a compliment in the street?
• give up your place in a queue for someone behind you?
Ss discuss which of the things they would do (or have done) in
pairs, describing the situation and any conditions under which
they’d do them.
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Vocabulary Listening 1
Unit 5
Excuses 4a 5.12 Go through the questions with the class so they know
1 Focus attention on the pictures and elicit what Ss can see. Ss what to listen for. Ss listen and answer the questions individually,
discuss the questions in pairs. When they have finished, elicit then compare their answers in pairs. Check answers with the class.
their ideas.
Answers:
Optional extra activity 1 She wants him to help her move into her new apartment by
Write the following questions on the board: carrying lots of heavy boxes.
Have you ever made a difficult request of a stranger? 2 One of her colleagues, Louisa, suggested she ask him.
Has a stranger ever made a difficult request of you? 3 She has asked some other work colleagues, but she’s new in
What happened? the city so she doesn’t have any friends or family there.
Is it ever OK to make up an excuse to avoid doing something you 4 She wants to use his car.
don’t want to do? 5 Nothing. He agrees to message her when he’s on his way, but
Have you ever done this? he didn’t actually promise to come and help.
Discuss the questions as a class.
Audioscript 5.12
2a Focus attention on the title of the text and elicit any ideas Ss S: Er, excuse me. It’s Daniel, isn’t it?
have as to the tips it might include. Ss read the article, then find D: Er … yes, that’s right. Have we met before?
S: No, I don’t think so. I’ve just started work upstairs in the IT
the words and phrases that match the definitions. Check answers
department. I’m Suzie, by the way.
with the class.
D: Oh, right. Nice to meet you, Suzie.
S: So, er, do you mind if I ask you a small favour?
Answers: D: Er, no. Go ahead. What is it?
1 snowed under 2 out of my hands 3 otherwise engaged S: Well, you see, I’m moving into a new apartment this weekend and I’ve
4 an almighty backlog 5 hectic 6 awkward 7 cropped up got dozens of heavy boxes that need moving. I don’t suppose you’d
8 out of my depth 9 pop out 10 playing up be able to help me, would you?
D: Er, well, I’m not sure. Why me?
S: Well, I work with Louisa, who says she knows you. She suggested
Optional extra activity I ask you.
You could also teach these additional excuses: D: Oh, right. And is Louisa going to help too?
S: Hopefully, yes. I’ve asked a few other people too, but I’m not sure if
… it’s a bad time.
they’ll come. So it really would make a huge difference if you could
… I’ve got an allergy / a phobia. help out.
… I’m going the opposite way and it’d be quite a detour. D: I mean … OK. But don’t you have any friends or family who could help
… my hands are tied. you?
… I’m rushed off my feet. S: No, unfortunately. I’m new in this city and, well, I don’t really know
… I’ve got my hands full. anybody. So what do you think? Is there any chance you could help
me? I realise it’s a lot to ask.
… I’m up to my ears in work.
D: Er, possibly. I need to think about it. Er, where are the boxes now?
… it’s beyond my control. S: They’re in a short-term rental apartment in the city centre where I’ve
… I’m chasing deadlines. been staying for the past two weeks. But they need to be moved to
my new apartment, which is out in the suburbs.
b Point out that there are also some excuses in the text that are D: Right, and will they all fit in your car in one go? Or will it take several
trips?
not in bold and that they should also consider these. Ss match the
S: Well, that’s the next problem. I don’t have a car. So I have another
excuses with the situations in pairs. Elicit Ss’ ideas. small request for you. Do you think we might be able to use your car?
D: My car?
Suggested answers: S: Yeah, I know it’s a big ask. I don’t want to put any pressure on you, but
1 I’m a bit tied up, I’m otherwise engaged, something else has it really would mean a lot to me. I’d be extremely grateful.
cropped up, I’m in the middle of something urgent, I’ve just got D: I’m not sure. Did you say you’ve asked some other people too?
to pop out for a moment S: Yes. Hopefully there’ll be a good crowd of us, so it won’t take too long.
The more the merrier, as they say!
2 life’s a bit hectic right now, I’ve got a lot on my plate, I’ve got
D: Er, well, I’ll see what I can do.
an almighty backlog, I’m totally snowed under
S: Really? Oh, thank you so much. That would be amazing.
3 I’d be completely out of my depth, it’s out of my hands D: Well, I’m not promising anything. But I’ll do my best.
4 my back’s playing up again S: That’s all I can I ask! I really appreciate it. So I’ll send you all the details
5 it’s a little out of my way – where to be and when, my contact details, and so on – by email.
6 it’s an awkward moment, I can’t help for, er, personal reasons Just one last thing: would you be able to message me when you’re on
your way?
D: OK. I mean, I wouldn’t just turn up unannounced.
3 Put Ss in pairs to practise making the requests and excuses.
S: Brilliant. So see you on Saturday morning, then.
When they have finished, ask different pairs to share their ideas
D: Yeah, well, we’ll see.
for each request with the class.

elicit Ss’ ideas and have a brief class discussion.
5 5.13 Ss complete the phrases in the Useful phrases 1 box
individually, then listen and check. Check answers with the class
and drill the phrases.
Answers: 1 mind 2 suppose 3 difference 4 chance

5 realise 6 request 7 might 8 ask 9 pressure 10 mean
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6 Read the example with the class, then ask Ss to rewrite the S: Today? No, I’m afraid that’s not going to be possible. I really need to
Unit 5
requests individually, then compare their answers in pairs. Check the unpack all those boxes when I get home tonight, so unfortunately it’s
out of the question.
D: Really? Is there no way you could even spare half an hour to look at
it now? I’d be really grateful if you could just point me in the right
Answers: direction.
1 I don’t suppose you could help me with my website, could you? S: No, I’m sorry. It’s simply not possible today. I’m totally snowed under at
2 It’d really make a big difference if you could give me a hand work at the moment, chasing impossible deadlines. I could spare half
with it. an hour for you tomorrow evening, if that helps.
3 Do you think you might be able to help me? D: Yeah, that would be amazing. Thanks!
4 Is there any chance that you could take a look at it this evening? S: OK. No worries. But no more than half an hour, OK?
D: Sure. That’d be perfect. And I really appreciate your help, especially
5 I don’t suppose you’d be able to look after my dog for a minute,
after I, er, let you down at the weekend. Sorry again about that.
would you? S: No problem …
6 Is there any chance you could spare half an hour to look at
it now?
8a Go through the Useful phrases 2 box with the class, then ask
Ss to add the headings to the box individually. Allow Ss to compare
Listening 2 their answers in pairs, then check answers with the class.
7a Draw Ss’ attention to the extracts and explain these are Answers:
responses Daniel gave to Suzie in the conversation in Ex 4a. You 1 Direct but polite refusals 2 Reasons for refusals
might like to play the recording again or refer Ss to audioscript 5.12. 3 Indirect phrases
Look at the first extract with the class as an example, discussing
what Daniel meant and what Suzie thought he meant. Then put b Ss discuss the questions in pairs. When they have finished,
Ss in pairs to discuss the other extracts. elicit Ss’ ideas and have a brief class discussion, feeding in the
b 5.14Ss listen to the recording and check their answers to information from the Culture notes if Ss don’t mention it.
Ex 7a. Check answers with the class.
Culture notes
Answers:
In general, Americans are often more direct than British people,
1 Daniel thought: ‘Probably not.’
so misunderstandings are fairly common when people of those
Suzie thought he meant: ‘It’s possible.’
two cultures are working together. (In the recording, Suzie is
2 Daniel thought: ‘I need to think of an excuse.’
American while Daniel is British.) Of course, there’s still a lot of
Suzie thought he meant: ‘I’ll try to find a way of helping.’
variation between individual people within each culture, so this
3 Daniel thought: ‘I’m not sure that I’ll be able to help you.’
is more of a tendency than a rule.
Suzie thought he meant: ‘I’ll probably be able to help you.’
4 Daniel thought: ‘I’ll make some effort, but I’m not promising 9a 5.15 Ss listen to the two versions of the sentence, then
any results.’ answer the question. Check the answer with the class, then put Ss
Suzie thought he meant: ‘I’ll do all I can to make this work.’ in pairs to practise saying it both ways.
5 Daniel thought: ‘I probably won’t turn up.’
Suzie thought he meant: ‘I promise to let you know before Answers:
I arrive.’ 1 agreeing 2 refusing
6 Daniel thought: ‘Please leave me alone.’
Suzie thought he meant: ‘OK. See you on Saturday morning.’
Audioscript 5.15
1 I’d love to help.
Audioscript 5.14
2 I’d love to help …
S: Ah, Daniel. Is everything OK?
D: Er, yes. Why?
S: Because I was expecting you to come and help me move those boxes b 5.16 Ss practise saying the indirect phrases from Section 3
on Saturday morning. You kind of promised. of the Useful phrases 2 box in pairs. When they have finished, play
D: Well, no, not really. I said I’d do my best, and I did. But … in the end it the recording for Ss to compare.
wasn’t possible.
S: And you couldn’t have called me to let me know? I was waiting all Audioscript 5.16
morning for you. You said you’d call. 1
D: Actually, I just said I wouldn’t turn up unannounced, and I didn’t. a Yeah, possibly. That sounds completely fine.
S: Hmm. Well, it wasn’t the end of the world, I suppose. In the end a few b Yeah, possibly. It’s hard to say.
other people came and helped. It was good fun, actually. But it would
2
have been nice if you’d come too.
a I’ll see what I can do. Leave it to me.
D: Yeah, I’m really sorry. I was trying to build a website and, well, it took a
b I’ll see what I can do, but I can’t promise anything.
lot longer than I expected. I’ve never made one before, you see.
3
S: A website? You should have asked me. I make them all the time. It’s a
a I’m not sure, but I reckon it’ll be fine.
hobby of mine.
b I’m not sure. I’m a bit snowed under.
D: Really? Well, in that case, I don’t suppose you could help me with my
website, could you? 4
S: Yeah, possibly. What’s it for? a I’ll do my best. You can count on me!
D: It’s for a club I belong to. I volunteered to make a website, but then I b I’ll do my best, but it’s going to be difficult.
got in a terrible mess. So it’d really make a big difference if you could
give me a hand with it. Do you think you might be able to help me?
S: Well, I suppose so. How soon do you need it?
D: Well, that’s the problem. We’re trying to promote an event that’s
happening this weekend. So is there any chance that you could take
a look at it this evening?
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Speaking Audioscript 5.3
Unit 5
10 Put Ss in A/B pairs and direct them to the relevant pages. J: So, I met a sporting hero of mine; a footballer who’d helped our local
team to win the league. He’s not world famous or anything but in our
Ss read their information and prepare what to say. Monitor and
local area, he’s a big deal. Anyway, one day I got in the lift at the hotel
help where necessary. When they are ready, bring pairs back where I work and there he was in front of me. I think I just stared for
together to roleplay each situation following the procedure in the a few seconds, all wide-eyed! I dunno. I always thought I’d be really
diagram. Monitor and make notes on Ss’ language use. When they chilled in situations like that, but I wasn’t at all. I opened my mouth
have finished, ask a few Ss to perform their roleplays for the class. to speak, to say something like ‘Thanks for helping us win the cup
Give Ss feedback on their language use as a class. last year’ but I ended up blurting out ‘I love you!’ in a voice that was,
let’s just say, significantly higher than my normal voice! It was awful!
Optional extra activity Anyway, the guy in question took it all in his stride – I guess he’s
used to that kind of reaction. I started to say more but then he got a
As an extension, Ss could roleplay similar conversations using message on his phone. It was clearly bad news because he took one
some of their ideas from Ex 3. look at it and he er … his face just dropped. He looked gutted. That’s
when it suddenly dawned on me. This guy in front of me wasn’t
some kind of god after all. He was just a normal bloke. He might have
Reflection on learning more money than me but he still has problems and worries like the
rest of us. So, that completely got rid of my nerves. I told him how
much the win had meant to me and congratulated him and then got
What were the three best excuses for declining difficult out at my floor.
requests from the lesson? I: I was on holiday in New York and as I passed by this clothes shop,
In what situations do you think you might use them in the future? I had a look in the window. And there, in the shop was none other
Put Ss in pairs to discuss the questions. When they have than actress Cara Ronson. I couldn’t believe it. I mean, I’ve been a
humongous fan since I saw her in ‘The Big Deep’ a few years ago, so
I walked straight into the shop and headed directly towards her. The
class, but don’t force them to if they’d rather not. bodyguard with her tried to put a stop to me getting too close but
when she saw me, she told him to let me through. I asked her if
Homework ideas I could take a selfie and she said she didn’t mind at all as long as
I waited to post it. I thought that was fair enough, I mean she didn’t
Workbook: Exs 1–4, p39 want every Tom, Dick and Harry turning up. Anyway, we had a bit of a
App: grammar, vocabulary and pronunciation practice chat about her latest film. She asked me what I liked about it and
I fangirled big time for about a minute before she left. It was probably
Roadmap video the most epic minute of my life, to be honest! I certainly can’t think of
a better one. She surpassed all my expectations.
Go online for the Roadmap video and worksheet. L: Well, let’s just say, I wish I’d never met my ‘hero’. I’m talking about a
male singer who I think shall remain nameless. I’d actually paid for a
VIP pass at one of his concerts which included some limited-edition
merchandise, plus a meet and greet with the band after the gig. It
cost me an arm and a leg but I decided life was short and it was worth
the money. Except it wasn’t. The gig was amazing but the meet and
greet completely ruined all respect I had for the guy. First off, he was
5A Master your listening much shorter than I was expecting. I know, I know it shouldn’t matter,
but looking down at your idol is just plain wrong, somehow. It was a
group meet and greet so there were five other fans with me. Let’s
just say, I held no interest for the guy whatsoever. When he asked
Introduction us, ‘Hey y’all, how ya doin’?’, he did not include me in that. I tried to
Ss develop the listening skill of understanding a narrative by ask him questions but he blanked me each time, focusing on some
learning how to understand colloquial language. of the other ‘cooler’ guys instead. There was even a moment where
I could have sworn he rolled his eyes at me. I basically paid £600
to be ignored and made fun of. And oh boy, is he self-absorbed. He
Warm up managed to talk about himself for the entire 15 minutes. It wasn’t
Write the following questions on the board: even as if he had anything intelligent to say. Quite the opposite, in
fact. The guy I thought was clever and creative? Well, he turned out
What do you think it would be like to be famous? to be very average indeed.
Would you like to be famous one day? If so, what would you like to
be known for? If not, why not?
3 Introduce the topic by asking Ss what they usually do when
Ss discuss the questions in pairs.
they hear colloquial language that they don’t understand, and
1 Focus attention on the photo and elicit what Ss can see. have a brief class discussion. Ask Ss to read the Focus box or go
The photo is of the South Korean boy band, EXO. Ss discuss the through it with the class. Answer any questions Ss have. Ss then
questions in pairs. When they have finished, elicit Ss’ ideas and follow the instructions to guess the meaning of the word in bold.
find out if others agree. When they are ready, go through the answers to 1 and 2 with
2 5.3 Go through the questions with the class so they know the class.
what to listen for. Ss listen and answer the questions individually,
then compare their answers in pairs. Check answers with the class. Answers:
1 The speaker had been a fan for a few years.
Answers: 2 humongous: -ous suffix similar to enormous. It’s a positive
a Speaker 3 b Speaker 2 c Speaker 1 word. It describes a person (fan). The sentence meaning is
that she was a big fan. Humongous means ‘very, very big/
enormous’.
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4a 5.4 Encourage Ss to ignore any unknown vocabulary while L: With social media in particular, there’s an element of feeling like
Unit 5
they listen. Ss listen and match the extracts with the statements we know these people. They – or maybe the media – share lots of
individually, then compare their answers in pairs. Check answers things about their lives with us so we feel personally invested in
their lives. Then, if we see them, we can’t help but think they’re our
with the class.
buddies. It’s like we know them.
Answers: a 6 b 3 c 5 d 1 e 4 f 2
b Ss listen again and decide what each word or phrase means,
Audioscript 5.4 then compare their ideas in pairs. Check answers with the class.
1 I started to say more but then he got a message on his phone. It was Answers:
clearly bad news because he took one look at it and he er … his face
1 mess about
just dropped. He looked gutted.
2 That’s when it suddenly dawned on me. This guy in front of me
2 think too much about (someone/something)
wasn’t some kind of god after all. He was just a normal bloke. 3 makes me mad
3 Anyway, we had a bit of a chat about her latest film. She was so 4 start to have a quality because you are with another person
lovely! She asked me what I liked about it and I fangirled big time for who has it
about a minute before she left. 5 a mixture of good and bad experiences
4 It was probably the most epic minute of my life, to be honest! I 6 friends
certainly can’t think of a better one.
5 I tried to ask him questions but he blanked me each time, focusing on
some of the other ‘cooler’ guys instead.
6 Ss discuss the questions in pairs. When they have finished, ask
6 It wasn’t even as if he had anything intelligent to say. Quite the Ss to share their answers with the class.
opposite, in fact.The guy I thought was clever and creative? Well, he
turned out to be very average indeed. Homework ideas
b Tell Ss to look at the words and definitions then play the
recording again. Ss choose the correct meanings individually, then
check in pairs. Encourage Ss to use dictionaries or mobile devices
to help them. Check answers with the class.
Answers: 5B Master your reading

1 really disappointed 2 I realised 3 be overexcited
4 amazing 5 ignored
Introduction
5a Go through the statements with the class so they
5.5
know what to listen for. Clarify that Speaker 1, 2 and 3 refer to the Ss develop the reading skill of understanding a story by learning
speakers they heard in Ex 4a. Speaker 2 is the female guest and how to distinguish between literal and allegorical meaning.
Speakers 1 and 3 are the male guests. Ss listen and decide if the
statements are true or false individually, then compare their Warm up
Review the vocabulary from Lesson 5B. Arrange the class in small
teams and explain that each turn you’ll write one word from a
Answers: 1 T 2 T 3 F
phrase from the lesson on the board e.g. fall (fall flat). Ss listen and
call out the phrase as soon as they think they know it. The first
Audioscript 5.5
team to call out the correct phrase wins a point. The team with the
P: OK, thanks guys for sharing your experiences of meeting your idols. most points at the end wins.
Lewis, your experience was clearly negative and earlier, James, you
mentioned realising that your hero was actually just an ordinary guy. 1 Ss discuss the questions in pairs. In feedback, elicit their ideas
Do you both think that we idolise celebrities too much these days? and ask if they agree with the hidden message and why.
J: I think it depends who they are. It’s OK to idolise people who are
talented and who do things which are special – like the footballer Suggested answer:
I mentioned – but these days a lot of the people we idolise don’t
The hidden message is that books fuel our imagination and take
really fit into that category at all. I mean, so many of these celebrities
today just muck around online making stupid videos. At least my guy
us on journeys to weird and wonderful places.
trained hard and won something.
L: I kinda agree actually, but then again, I met a talented and 2a Tell Ss they are going to read a short story. Ss read the story,
hardworking musician and he was still a real letdown. I reckon it’s then write a one-sentence summary. Monitor and help with ideas
good to admire people for their work but we shouldn’t get too hung where necessary. When they have finished, put Ss in pairs to
up on them. As James said, they’re just normal people. compare their summaries and find out if they’re similar. Compare
I: Can I just say that it drives me up the wall when I hear people
with the suggested answer below as a class.
idolising reality TV stars. They basically do nothing at all to deserve
this admiration – there’s no talent there to admire – these people
just wanna be famous, that’s all. I can’t stand it! So, I totally agree Suggested answer:
with what the guys just said. A person decides to search for a cabin in the mountains and
P: What is it about famous people that you think attracts us to them? comes across several challenges before arriving at their
I: It’s the lifestyle. It all looks so glamorous and I think we want a piece disappointing destination.
of it, or if we meet someone famous that this glamour will rub off on
us a bit.
J: I also think celebrities have all these ups and downs in their lives
which make us feel better about ourselves. It makes us feel that
we’re not the only ones or perhaps that we’re better than them
because we don’t have such big ups and downs ourselves.
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b Ss read the story again and answer the questions, then check 5 Ss read the summaries, then discuss what the allegorical
Unit 5
in pairs. Check answers with the class. meaning of each story might be in pairs. Elicit Ss’ ideas and feed in
the information from the Suggested answers below.
Answers:
1 They feel both satisfied and disheartened. Suggested answers:
2 to escape a boring life, plus a promise of something special Moby Dick is about the futility of man trying to seek meaning in
3 They don’t recognise themself because they’re dirty and their life or the fight in each human between good and evil.
hair is tangled. The Tortoise and the Hare means that slow and steady wins the
4 They didn’t want to meet the low expectations of others. race as opposed to being hasty and overconfident.
5 They provided practical (meal) and emotional support Lord of the Flies is about the human conflict between acting in a
(strength to carry on). civilised way and not.
6 Probably relieved they were able to react quickly. The Hunger Games could be seen as wealthy Hollywood and the
7 No, they worried they had made the wrong decision. reality TV shows filmed there which, while not as extreme as in
8 perhaps the mental strength and determination in them The Hunger Games, can be quite cruel.
c Ss find the words individually then check in pairs. Check Optional extra activity
answers with the class and be prepared to give further
You could also ask Ss to come up with an allegorical story in
explanations and examples where necessary.
pairs and then share their ideas with another pair who guess
the hidden meaning. Get them to first think of a social problem
Answers:
or historical event they’d like to convey. Then they should think
1 reassuringly 2 fabled 3 monotony 4 unfulfilling 5 shield
of a way of telling that story using a different context and
6 smeared 7 the basics 8 hallucinating 9 encountered
characters.
10 fled 11 self-doubt 12 glance
Homework ideas
3a Ss read the Focus box and answer the questions, then
compare their answers in pairs. In feedback, elicit Ss’ ideas and Workbook: Exs 1–5, pp.40–41
discuss the questions as a class.
Suggested answers:
1 The idea of a struggle to reach a destination; of not giving
up in the face of physical adversity; the idea of a quest into
remote areas 5C Master your writing
2 People get fixated on achieving things. They see end goals as
more important than the process of learning.
3 Things such as the gale and bear might represent problems to Introduction
be overcome. The cabin itself might represent a life goal (see
answers to Ex 4 for a greater expansion on this question). Ss develop the skill of writing an essay by learning how to
4 Dealing with physical problems in the wild might relate to synthesise information from a number of sources.
dealing with problems in real life. Choosing literal paths may
relate to making choices in our lives (see answers to Ex 4 for Warm up
a greater expansion on this question). Write on the board narrative, descriptive, expository, persuasive.
Elicit that they are four types of essay and ask what each one does
b Ss work in pairs to guess the allegorical meaning of the story.
(narrative: tells a story; descriptive: describes something in detail;
When they have finished, elicit Ss’ ideas and find out if others agree.
expository: provides a balanced overview of the facts; persuasive:
c Ss use their ideas from Exs 3a and 3b to choose the best tries to convince of an argument). Ask which of these Ss have
answer. Check the answer with the class. written in their own language and in English.
Answer: 2 1a Focus attention on the photos and elicit what Ss can see. Ss
discuss the questions in pairs. When they have finished, elicit Ss’
4 With weaker classes, go through the events first, checking answers and have a brief class discussion.
understanding. Ss discuss what they think the events in the story b Ss read the extracts and answer the questions individually,
represent in pairs. Elicit Ss’ ideas and feed in the information from then check in pairs. Check answers with the class.
the Suggested answers below.
Answers:
Suggested answers: 1 A project that aims to take plastic out of an area of the
1 a life goal Pacific Ocean.
2 overcoming failure 2 There’s plastic even in the deepest part of the ocean. Plastic
3 enduring / surviving hardship harms sea life and has entered our food chain.
4 people who try to prevent our success
5 the importance of support
6 the importance of planning
7 overcoming self-doubt
8 the impact of achieving a goal
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2 Tell Ss that they’re going to read an essay about plastic in the Prepare
Unit 5
oceans. Ss read the essay and answer the questions individually, 6a Read the essay title with the class, then put Ss in pairs to
then check in pairs. discuss their ideas and make notes. Monitor and help with ideas
and vocabulary where necessary, writing any new words and
Answers: phrases on the board.
1 The writer argues that preventing more plastic entering the
b Ask Ss to copy the framework into their notebooks, then
ocean should take precedence over the ocean clean-up.
organise their ideas into a plan.
2 It’ll be hard to do the latter without the former, our health and
that of animals is at risk and we cannot do both as resources Write
are finite. 7a Ss write their essays. Monitor and check Ss are synthesising
3 Some people say that the clean-up operation is cheaper, but and paraphrasing information appropriately and offer corrections
the writer argues that it is not a guaranteed success. Bad where necessary.
weather conditions might adversely affect it and it might
even end up damaging the environment it is trying to clean Suggested answer:
up and protect. Over the last five decades, the consumption of plastic has
doubled, with one million plastic bottles now being purchased
3 Look at the example with the class. Ask Ss to identify the every single minute of the day. The impact this is having on
sources in Ex 1b that the information in bold in the essay has come the environment tells us that the situation must change. While
from individually, then check in pairs. Check answers with the class technology could be developed to better deal with our plastic
and elicit the specific parts of the sources that were used. consumption, I believe that a significant lifestyle change is the
best approach.
Answers: Currently, only 10 percent of plastic is recycled, which means
1 C (found in all four corners of the world, discovered it in 90 percent is left to rot in landfill sites or, even worse, dumped
the ocean in Antarctica, and … the Mariana Trench) and into the ocean. While not all plastic can actually be recycled,
D (an area of the Pacific Ocean … where 1.8 trillion pieces of much of the problem is that people and companies do not
plastic have collected ) dispose of their plastic in a way which allows it to be recycled.
2 B (With a lorry load of plastic being dumped into the ocean If people were educated or encouraged to dispose of their
each minute) and C (could take hundreds of years to plastic in a more sustainable way, the situation would improve
decompose) significantly.
3 A (It is supported by many people around the world) and Almost all the plastic we use is single-use plastic – 90 percent in
C (This has caused outrage among the public who have fact. If we were able to reduce the amount of single-use plastic
become much more aware of the plastic problem in recent that was manufactured and used, our use of plastic would
years) drop substantially. One example would be for people to carry
4 B (Thousands of animals consume plastic and die each year) reusable coffee cups rather than use unrecyclable, disposable
and D (it has now entered our food chain) plastic ones. Another would be to use shampoo bars rather than
5 A (there are still some concerns about the specifically- shampoo bottles. Manufacturers would also need to review
designed equipment’s ability to withstand strong currents their practices.
and poor weather) and D (environmentalists are worried that Technology has the potential to play a major role in solving
it will cause further harm to sea life) the single-use plastic problem through additional recycling
and plastic alternatives. However, the problem is complex.
4 Ask Ss how they usually go about collecting/researching Alternatives to plastic can cause more damage to the
information in order to write an essay and what they usually do to environment and recycling them can cause contamination of
collate information from different sources. Ss read the Focus box, plastic, which reduces the recycling opportunities further. It is
then answer the question. Check the answer with the class and therefore better to change our daily habits than it is to rely on
answer any questions Ss have about the information in the technology.
Focus box. Our consumption of single-use plastic is currently at a level
where it causes irreparable damage to our planet. By changing
Answer:
the way we live our lives, we can reduce the amount of plastic
Step 2. The themes and ideas from Step 1 were already given.
we consume and recycle more, which will in turn reduce the
amount of plastic made and disposed of in landfill sites. This will
5a Ss read the extracts and answer the question individually,
help to reduce its impact on the environment.
then check in pairs. Check answers with the class.
b When they have finished, put Ss in pairs to swap essays and
Answers:
review each other’s work, using the checklist. Ss then give each
1 A and C 2 B and C 3 A, B, C and D 4 B and D
other feedback on their essays. Ss could write a second draft in
class or for homework.
b Ss work in pairs to write their sentence, making sure they
bring together the relevant information. Monitor and help where Homework ideas
necessary. Elicit Ss’ ideas and compare with the suggested answer.
Ex 7b: Ss write a second/final draft of their essay.
Suggested answer: Workbook: Exs 1–8, pp.42–43
Over the last five decades, the consumption of plastic has
doubled, with one million bottles now being purchased every
single minute of the day.
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Unit 6
6A Dystopias
The goal of this lesson is for Ss to discuss abstract topics about
society. To help them achieve this, they will learn or revise the
passive and vocabulary related to making connections.
6A Dystopias
Goal | discuss abstract topics about society Warm up
Language focus | the passive
Put Ss in small groups and give them two minutes to brainstorm as
Vocabulary | making connections
many different film genres as they can (e.g. horror, thriller, comedy,
rom com, sci-fi, documentary, etc.). When they have finished, elicit
Can take part in discussions on political or social issues using
linguistically complex language their ideas and write them on the board. Ask Ss to discuss which
they like most and least and why in their groups.
6B Consumer affairs
Goal | present formal recommendations
Language focus | making formal recommendations Listening
Vocabulary | regulation
GSE learning objective 1 Focus attention on the pictures and elicit what Ss can see.
Can make a detailed, formal, evidence-based argument in a Read the dictionary definition with the class, then put Ss in pairs
presentation or discussion to discuss the questions. When they have finished, elicit Ss’ ideas
and make a list of their suggestions on the board and have a brief
6C Signs of the times
class discussion.
Goal | choose a sign or marketing slogan
Language focus | comparatives
Vocabulary | responding to ideas
GSE learning objective Books closed. Write the dictionary definition on the board, without
Can participate in discussions using linguistically complex the word (dystopia). Ask Ss to read the definition and try to guess
language to compare, contrast and summarise information the word. Elicit Ss’ ideas, then ask them to open their books to check.
Goal | take part in a panel discussion 2 6.1 Tell the class that they’re going to listen to an interview
Vocabulary | idioms with a film producer. Read the list of dystopian films and books
GSE learning objective with the class and ask if anyone has heard of or seen any of them.
Can contribute ideas in a panel discussion using linguistically Ss listen and match the titles with the descriptions individually,
complex language then check in pairs. Check answers with the class.
Roadmap video
Answers: 1 b 2 e 3 a 4 c 5 d
Check and reflect Audioscript 6.1

B: Welcome to The Culture Show. With me today is Davion Morrow,
grammar and vocabulary from Units 5 and 6.
who’s here to talk about his new book ‘Silver Screen Dystopias’.
Welcome to the show, Davion.
VOCABULARY BANK D: Thank you, it’s a pleasure to be here.
B: So, why dystopias, Davion?
6A Social issues D: As you well know, Bryony, there’s a strong dystopian tradition in both
literature and movies, so it’s an interesting theme to explore.
6B Marketing and advertising
B: Why do you think dystopias are so popular?
D: I think there are two main reasons for their popularity. The first of
MASTER YOUR SKILLS these is the way that they often predict the future in stunningly
accurate ways.
6A Master your writing B: For example?
Goal | write a summary of a scientific experiment D: Well, an early dystopian novel was The Machine Stops by E M Forster,
Focus | maintaining a neutral scientific tone which was first published in 1909. It describes a future where
GSE learning objective humanity has lost the ability to live outside and so the population
Can write a detailed summary of a scientific experiment lives in isolation from each other underground. Communication with
each other is carried out by a kind of instant messaging system and
6B Master your reading video conferencing. These messages are sent to people via ‘The
Goal | understand an article on finance Machine’, which monitors all communication.
Focus | refining understanding of word meaning D: Wow, and this was back in 1909?
B: Exactly. People have often been shocked by the remarkable accuracy
of this prediction. A more recent example is the TV show Black Mirror,
Can understand definitions of technical terms presented in a
which includes an episode called Nosedive where people live within
linguistically complex academic text
a kind of social credit system, where people earn points for good
6C Master your listening social behaviour. So for example, if you need to get anything done
Goal | understand a complex podcast at work or at home, you need to have enough points. We’re already
Focus | recognising doubts about word choice seeing this type of system in use in some parts of the world. In fact
this brings me on to the second reason why I think dramas set in
dystopias are so popular and that’s the fact that they usually tap into
Can understand most of a linguistically complex podcast
current social concerns.
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D: Concerns about technology, for example? Language focus
Unit 6
B: Yes, but not just that. While a lot has been written about technology,
totalitarian governments and impenetrable bureaucracy such as in The passive
Orwell’s 1984 or Franz Kafka’s The Trial, are also popular themes. 5 Give Ss a couple of minutes to read the language focus box or
This is often combined with the idea of constant surveillance and
go through it with the class. Answer any questions Ss have. Ss
lack of privacy, a theme in Yevgeny Zamyatin’s 1921 novel We, where
people live in a world where all buildings are made of glass. These then match the extracts from the interview with the points in
themes in turn are often combined with the idea of class inequality, the language focus box individually, then check in pairs. Check
as illustrated in the 2013 movie Elysium, where the rich live in luxury answers with the class.
in space and the poor are forced to remain on the polluted Earth. In
fact, this movie ties into many contemporary social issues such as Answers: 1 c 2 a 3 e 4 d 5 b
immigration, overpopulation, health care, and so on.
D: Interesting. Are there any other social issues that are commonly
mirrored in dystopias? Language focus checkpoint
B: Well yes. Two common issues are that of the environment, such Although the form of the passive in English is fairly simple to
as in Philip K Dick’s 1968 novel Do Androids dream of Electric
master, its use can be quite complicated, as it can be difficult
Sheep? which takes place against the backdrop of an Earth ravaged
by nuclear war. This was later loosely adapted into the hugely
to use naturally. For this reason it’s always better, where
successful film Blade Runner, of course. possible, to study examples of its use in context rather than
D: And the other issue? at sentence level.
B: That of robots and automation. An early example of this was Player
Piano, Kurt Vonnegut’s first novel published in 1952, which describes 6a 6.2 Ss listen to the sentences, paying attention to when
a society which is completely mechanised, again creating class
the /r/ sound in are is pronounced. Check answers with the class
conflicts between the upper class and engineers, and the lower class,
who have had their jobs taken from them by the machines. Again, and feed in information from the Pronunciation checkpoint.
this echoes many concerns of the day then and today. Model if necessary and ask Ss to draw a line linking the r in are to
D: Fascinating, thank you Davion. Talking of films, we’ll finally see the the following vowel sound where it’s pronounced.
release of your first feature film next year, after only ten years in the
making – what’s taken you so long? Answers: It’s pronounced when followed by a word beginning
B: It just couldn’t have been made any quicker, and I’ll tell you why … with a vowel (sentences 1, 4 and 5).
3 Give Ss a minute to read the questions so they know what to

listen for, then play the recording again for Ss to answer the
In some accents in English, the final /r/ sound in words
questions, then compare their answers in pairs. Stronger classes
such as teacher and are aren’t pronounced when the word
could answer the questions from memory, then listen again to
is said in isolation. But when the word is followed by a word
check their answers. Check answers with the class.
beginning with a vowel sound e.g. teacher is, are often, then
it’s pronounced in order to smoothly link the words together.
Answers:
This is known as linking r.
1 the accuracy of their future predictions and the reflection of
concerns about social issues of the time
2 The Machine Stops (instant messaging and video b Play the recording again for Ss to listen and repeat.
conferencing), Nosedive (social credit system) 7a Ss correct the mistakes individually, then check in pairs.
3 technology, totalitarian governments and impenetrable Check answers with the class.
bureaucracy, surveillance and lack of privacy, class inequality,
the environment and robots and automation Answers:
4 to allow for greater surveillance 1 The world has been destroyed by a series of nuclear wars.
5 poor people live on Earth and rich people live in space 2 The award for best performance was given to Johan Fielding.
6 because the lower class have lost their jobs to machines 3 Johan Fielding was given to the award for best performance.
7 his first feature film 4 People are constantly at shouted at from loudspeakers in the
street as they go to work.
Teaching tip b Explain that although the sentences are grammatically correct,
When using a listening text with your class, it’s a good idea to they don’t sound natural. You could refer Ss back to the last part
start with an easier task which focuses on general understanding of the language focus box here. Ask Ss to rewrite the sentences to
(or gist) first, before moving on to a more challenging task for make them sound more natural. With weaker classes, elicit the
detailed comprehension. This makes for a more structured first answer as an example. Ss rewrite the sentences individually,
approach to a text and is often called a top-down approach. then check in pairs. Check answers with the class.
4 Ss discuss the questions in pairs. When they have finished, Answers:

elicit answers from a few Ss and find out if others agree. 1 A mistake has been made with the database of civilians, sir. /
I’ve made a mistake with the database of civilians, sir.
2 Audiences were intrigued by the startling comparisons with
the realities of modern life at the time.
3 They’d been building the rocket for years.
4 I loved 1984. It was published in 1949, way ahead of its time.
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8a Ask Ss to think of a dystopian book or film. If they have trouble
Unit 6
VOCABULARY BANK 6A p171
thinking of one, ask them to use their mobile devices to search for
ideas. Ss make notes to answer the questions. Monitor and help
Social issues
with vocabulary where necessary, writing any new words and These optional exercises build on the lexical set in the
phrases on the board. vocabulary section.
b Put Ss in pairs to share their information. When they have 1a Ss complete the statements individually, then check in
finished, ask one or two Ss to share their partner’s information pairs. Check answers with the class.
with the class. Answers: 1 glass ceiling, discriminatory 2 Austerity, breadline
3 Food banks, safety net 4 taboo, politically correct
LANGUAGE BANK 6A pp.156–157 5 squatters, entitlement 6 multicultural, racism
Stronger classes could read the notes at home. Otherwise, 7 outreach, marginalised 8 downtrodden, disaffected
check the notes with Ss, especially the passive forms for
b Ask Ss to study the statements individually and think of
verbs with two objects. In each exercise, elicit the first answer
reasons why they agree or disagree with each one. Monitor
as an example. Ss work individually to complete the exercises,
and help where necessary. When they are ready, put Ss in
then check their answers in pairs. In feedback, elicit Ss’
pairs to discuss their ideas and choose the most important
answers. Ss can refer to the notes to help them.
social issues for them. When they have finished, elicit Ss’
Answers: ideas and have a class discussion.
1 1 It’s set
2 has been set up as Further practice
3 the new world government had been building it
4 the prison colony opens
5 is given to them
2 1 had been scored
2 will be eaten if you leave them there
Speaking
3 is being talked about
4 was given to a young student Prepare
5 was given the prize 10 Refer Ss to page 183. Focus attention on the titles of the
books, films and TV shows and ask if anyone has read or seen
Further practice them. Give Ss a couple of minutes to read the summaries then ask
if they’d like to read or watch them. Ss make notes about the social
issues for each of the stories in the summaries. If Ss need extra
support, write these questions on the board:
1 Which social issues of the time do you think each story reflects?
2 How true do you think the predictions made in each story are or
Vocabulary will be?
3 What concerns about society of your own might each one reflect?
Making connections Monitor and help with vocabulary where necessary, writing any
9a Ss choose the correct alternatives individually, then check new words and phrases on the board.
in pairs. Encourage Ss to use dictionaries or their mobile devices
to help where necessary. Check answers with the class and Speak
be prepared to give further explanations and examples where 11 Arrange Ss in small groups to discuss the social issues of the
necessary. time that each story in Ex 10 reflects. Monitor and make notes
on Ss’ language use for later feedback. When they have finished,
Answers: 1 underlying 2 resonates, into nominate a student from each group to share their ideas with
3 backdrop, echoes 4 from 5 evoke 6 reflect the class and find out if others agree. Give Ss feedback on their
7 knock-on, mirror 8 explore, into language use as a class.
Vocabulary checkpoint Reflection on learning

In sentence 7, knock-on effect contains an adjective made Write the following questions on the board:
up of two words (knock and on). This can be a useful way How confident do you feel using the passive naturally in
of forming adjectives in English. When we do this, we use English now?
a hyphen between each word to show the whole phrase is How can you practise it more?
being used as an adjective. Put Ss in pairs to discuss the questions. When they have
b Ss discuss the statements in Ex 9a in pairs. When they have class, but don’t force them to if they’d rather not.
finished, elicit ideas from a different pair for each statement and
have a brief class discussion. Homework ideas

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Unit 6
6B Consumer affairsIntroduction You could ask Ss to write their own comment on the article on a
piece of paper, describing their own reaction to or opinion of it,
using some of the vocabulary from Ex 3. When they have finished,
Introduction collect the comments and display them around the classroom. Ss
The goal of this lesson is for Ss to present formal then walk around the room in pairs and read them, saying whether
recommendations. To help them achieve this, they will learn they agree or disagree with them.
language for making formal recommendations and vocabulary
related to regulation. 4 Ss choose the correct alternatives individually, then check in
Warm up Answers: 1 froze 2 unauthorised 3 banned

Write the following questions on the board: 4 evasion, penalty 5 monitor 6 breach
Do you prefer shopping in traditional shops or online? Why?
What kinds of thing do you prefer buying online? Why? 5a Elicit a possible answer for the first prompt as an example
What’s most important to you in an online store (e.g. delivery (e.g. … the criminal’s bank accounts.). Ss complete the sentences
times, ease of use, recommendations, etc.)? individually. Monitor and help with ideas and vocabulary where
Put Ss in pairs to discuss the questions. necessary, writing any new words and phrases on the board.
b Ss compare their sentences in pairs. When they have finished,
elicit ideas from a few Ss and find out if others had similar ideas.
Reading and vocabulary
Regulation VOCABULARY BANK 6B p171
1 Focus attention on the statements, then put Ss in pairs to read Marketing and advertising
them and discuss the questions. When they have finished, elicit These optional exercises build on the lexical set in the
Ss’ ideas. vocabulary section.
1 Ss match the words and phrases with the definitions
Optional extra activity individually, then check in pairs. Check answers with the class.
As an extension, you could ask Ss to think of (or even research
Answers:
online) any other examples of ‘tricks’ online companies use to
1 b 2 j 3 a 4 d 5 g 6 i 7 c 8 h 9 f 10 e
make you spend more.
2a Read the example with the class, then ask Ss to write
2 You may want to pre-teach impulse-buying and no-quibble. their examples. If they’re stuck for ideas, encourage them
Ss read the article quickly and identify which ‘tricks’ from Ex 1 are to look up examples online. Monitor and offer help where
mentioned, then check in pairs. Check answers with the class. necessary.
b Put Ss in pairs and ask them to read out their examples,
Answers: A, C, D, E, F making sure they don’t say what each one is an example of.
Their partner guesses the word or phrase. In feedback, ask
3a Give Ss a couple of minutes to read the comments and decide one or two Ss to share their examples for the class to guess.
which they agree with and why, then put them in pairs to discuss
their ideas. When they have finished, elicit Ss’ answers and have a
Further practice
brief class discussion.
b Ss categorise the words in Ex 3a individually, then check in
Answers:
R: severe penalties, curb, restrict, go unpunished, facing any
Language focus
consequences, face any sanctions Making formal recommendations
B: breach, unauthorised, violating 6 6.3 Tell Ss that they’re going to listen to an interview with
O: comply with a consumer expert. Go through the questions with the class so
they know what to listen for. Ss listen and answer the questions
c Ss add the words and phrases in the box to the categories in individually, then compare their answers in pairs. Check answers
Ex 3b. Point out that one item can go in two categories. Check with the class.
answers with the class and be prepared to give further
explanations and examples where necessary. Answers:
1 She’s addicted to shopping online.
Answers: 2 block the websites and remove her credit card data
R: ban, freeze, monitor content, self-regualtion 3 a proposal that a minimum spend required to qualify for free
B: evasion delivery is only applied to products with a value of over £300
O: self-regulation
With stronger classes and if you have time, you could also ask
Ss to identify which of the strategies from the article in Ex 2 the
speaker mentions (one-click ordering and free delivery minimums).
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Audioscript 6.3 10a Ss complete the recommendations individually, referring to
Unit 6
the language focus box to help them where necessary. Monitor
A: And now it’s that time of the show where we tackle your questions
and concerns. Here with me today is Keira Scott, our very own
and check Ss are forming the recommendations correctly.
consumer affairs specialist. Welcome, Keira. b Put Ss in pairs to share their ideas and find out more
K: Thanks Andy, it’s good to be here. information. In feedback, elicit answers from a few Ss around the
A: So, first up is a question by email from Melissa in Liverpool, who says class.
she’s concerned at how much money she seems to be spending online.
She says she’s worried as she feels like she’s becoming addicted to
online shopping, and has deliveries arriving almost every day. LANGUAGE BANK 6B pp.156–157
K: Yes, unfortunately this is an all-too-common problem, and it’s one Stronger classes could read the notes at home. Otherwise,
that’s getting worse. But don’t worry, there are some practical steps check the notes with Ss, especially the form and use of the
she can take to deal with her spending. She might find it difficult at fixed expressions. In each exercise, elicit the first answer as
first, but it’s really down to her to show a bit of determination. Firstly,
an example. Ss work individually to complete the exercises,
I suggest she block the websites she buys most from. She can always
unblock them later, but it’s essential she remove that easy initial
access to them, making them that bit harder to get to. The harder it is answers. Ss can refer to the notes to help them.
to spend, the less she’ll do it.
Answers:
A: Right.
K: My other advice here is that she remove all her credit card 1 1 both possible 2 that you choose 3 be 4 left
information stored on websites and on her computer. She should 5 both possible 6 leave
also turn off ‘one-click’ ordering. It’s all about making it that bit more 2 1 Suffice 2 time 3 Perish 4 submit(s)/do(es)
difficult to spend, since many websites employ tricks to encourage
impulse buying.
Further practice
A: Like what?
K: Well, for example, free delivery minimums, which require the Photocopiable activities: 6B Language focus 1, p215;
customer to spend a certain amount in order to qualify for free 6B Language focus 2, p216
delivery of the items purchased. It’s that little bit of encouragement
you might need to spend more than you normally would.
A: Are there any calls for regulation of these practices?
K: Indeed, some leading consumer groups are demanding that the
government do more to protect people from this kind of thing. Speaking
A: How might that work?
Prepare
K: Well, for example, one group has come up with a proposal that this
minimum only be applied to higher-end products with a value of over 11a Tell Ss that they’re now going to prepare and present their
three hundred pounds, so as not to affect day-to-day purchases and own formal recommendations. Give them a couple of minutes to
some of the poorest in society. And as I said earlier, online shopping read the situations and choose one. Alternatively, you may want to
addiction is becoming far too widespread at the moment. It’s high allocate topics to ensure a variety is chosen.
time the government stepped in to take a look at this as there
b Give Ss plenty of time to think of ideas and make notes. Monitor
definitely needs to be more regulation.
A: Interesting. OK, the next email comes from Dave in Nottingham, who
asks … and phrases on the board.
Speak
7 Focus attention on the examples in the language focus box and 12a Arrange Ss in groups according to the situations they chose
explain that these are the phrases Keira Scott uses to make formal in Ex 11a to present their recommendations. Monitor and make
recommendations in the interview. Ss read the language focus notes on Ss’ language use for later class feedback.
box and choose the correct alternatives individually, then check in
b Ask Ss to choose two measures to implement, then share them
pairs. Check answers with the class and answer any questions Ss
with the class. When they have finished, give Ss feedback on their
have about the information in the box.
Answers: 1 without 2 adjectives 3 nouns

8 6.4 Ss listen to the sentences and identify which word(s) Write the following questions on the board:
is stressed most in each sentence. Check answers with the class, What were the three most useful words or phrases you learnt
then play the recording again for Ss to listen and repeat. today?
How will you use them in the future?
Answers: 1 demand 2 essential 3 absolutely crucial Put Ss in pairs to discuss the questions. When they have
9 Elicit the first answer as an example and write it on the board. class, but don’t force them to if they’d rather not.
Ss rewrite the sentences individually, then check in pairs. Check
answers with the class and write them on the board (or invite
Homework ideas
different Ss to do so).
Answers: Language bank: 6B Ex 1–2, p157
1 It’s essential (that) the company comply with the new Workbook: Exs 1–6, p45
regulations. App: grammar, vocabulary and pronunciation practice
2 I strongly recommend (that) you submit your application early.
3 My advice is (that) she speak to her parents.
4 I suggest (that) he be cautious about what he buys online.
5 It’s important (that) the content of websites children visit be
monitored by their parents.
6 Come what may, we’ll be there to support you.
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Unit 6
6C Signs of the times elicit Ss’ ideas and find out if others agree.
Language focus
Introduction Comparatives
The goal of this lesson is for Ss to choose a sign or marketing 4 Give Ss a few minutes to read the language focus box and ask
slogan. To help them achieve this, they will learn or revise you any questions they have. Ss find the examples individually,
comparatives and vocabulary related to responding to ideas. then check in pairs. Check answers with the class.
Warm up Answers:
1 just that little bit catchier, anything like as boring as I am
Put Ss in pairs and ask them to make a list of all the places they
2 which is often formed more accidentally
see English used in their own country (e.g. shop signs, menus,
3 we’d often sooner forget them!
road signs, graffiti, etc.). When they have finished, elicit their ideas
4 hum-drum language isn’t a patch on word play
and find out if others agree.

Reading Another common comparative form in English is one of
the + superlative + plural, e.g. It’s one of the funniest films
1 Focus attention on the signs and elicit what they all have in
I’ve seen. A common mistake Ss make with this form is not
common (they all use word play). Ss discuss the questions in pairs.
making the noun plural (e.g. It’s one of the funniest film I’ve
When they have finished, elicit answers from a few Ss around
seen.). It’s useful therefore to keep an eye out for this error
the class and feed in information from the Suggested answer for
and correct it whenever possible.
question 1 if necessary.
Suggested answer: 5a 6.5 Ss listen to the sentences, paying attention to how the
1 In sign A the first letters spell LEAF. sounds link together, then compare ideas in pairs.
In sign B grate sounds like great and we grate cheese. b Ss listen and check their answers. Remind them of the linking
In sign C flutterby is what a butterfly does – the letters b /r/ sound in Lesson 6A and go through the information in the
and f have been switched. Pronunciation checkpoint as a class. Play the recording again for
In sign D brunch combines the words breakfast and lunch, Ss to listen and repeat.
which is what the café serves.
In sign E sparks is connected to electricity. Answer: with a /r/ sound
Teaching tip Pronunciation checkpoint

Street signs, shop names and even graffiti make up what’s In some accents in English, when a word ends in a vowel
known as the ‘linguistic landscape’. This can be a rich source sound (specifically /ɔː/ or /ə/) and the next word starts with
of language and one where English is often used around the a vowel sound, we add an /r/ sound between them in order
world. It’s useful to raise Ss’ awareness of this as it’s a source to link them smoothly e.g. law and order, bacteria inside.
they come into contact with everywhere they go. You can even Some consider this to be incorrect and try to avoid it, but Ss
ask Ss to take photos of any interesting uses of language they are nonetheless likely to come across it in fast, natural speech.
see in order to share it with the class in another lesson.
6a Make sure Ss understand that they do not need four of the
2 Ss read the blog post and match the types of word play with words in the box and that they will need to change the form of
those used in the signs in Ex 1 individually, then check in pairs. some of the ones they use. Ss complete the sentences individually,
Check answers with the class. then check in pairs. Check answers with the class and write them
on the board (or invite Ss to do so).
Answers: A backronym B pun C spoonerism
D portmanteau word E aptronym Answers: 1 more easily 2 books 3 funny 4 to 5 that
6 anything
b Ss discuss the sentences in pairs, changing them if necessary
Write the following sentences on the board: to make them true for them. Encourage them to ask follow-up
1 The writer thinks word play can show us details about a language. questions to find out more information. When they have finished,
2 The writer thinks people generally want to remember slogans. elicit answers from a few Ss and find out if others agree.
3 Flora Gardner’s name is appropriate for her job. 7a Elicit an example for the first prompt as a class, then ask
4 The writer thinks that their interest in word play makes them an Ss to write their sentences individually. Monitor and help with
interesting person. vocabulary where necessary, writing any new words and phrases
Ask Ss to read the text again more carefully and decide if each on the board.
sentence is true (T) or false (F), then check in pairs. Check answers b Put Ss in pairs to share their sentences. Encourage Ss to ask
with the class. follow-up questions to find out more information. When they have
finished, elicit a few answers from the class.
Answers: 1 T 2 F 3 T 4 F
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9a With weaker classes, go through the adjectives with the
Unit 6
class and check understanding first. Give Ss a minute to read the
Stronger classes could read the notes at home. Otherwise, adjectives in the box, then play the recording for Ss to tick the
check the notes with Ss, especially the use of idiomatic ones the speakers use. Check answers with the class.
expressions. In each exercise, elicit the first answer as an
example. Ss work individually to complete the exercises, Answers: captivating, catchy, corny, fitting, novel, quirky,
then check their answers in pairs. In feedback, elicit Ss’ run-of-the-mill, surreal, witty
Answers: b Put Ss in pairs to categorise the adjectives. Encourage them to

1 1 that 2 more slowly 3 on 4 to 5 people use dictionaries to help where necessary. Check answers with the
6 comparison 7 as 8 as 9 to 10 visit 11 hardest class and be prepared to give further explanations and examples
2 1 Shona’s nowhere near as tall as Ciara. where necessary.
2 The Greentones are not (even) in the same league as
Purple Rock. Answers: P: captivating, catchy, fitting, inventive, novel, witty
3 It’s one of the funniest films of this year. N: bland, clumsy, corny, run-of-the-mill, repulsive, stale
4 We arrived earlier than (we) expected. B: quirky, surreal
5 United are nothing like as good as Rovers this season.
6 I’d sooner shop at local shops than supermarkets. 10 Ss choose the correct alternatives individually, then check in
7 James is way funnier than Chris. pairs. Check answers with the class.
8 His films can’t hold a candle to those of Bertoletti.
Answers: 1 novel 2 corny 3 repulsive 4 captivating
9 I’m not so much angry as confused.
5 stale 6 clumsy 7 witty 8 surreal
10 Generally, I prefer a good film at home to a night out.
11 Tonight, I’d prefer to go out.
11a Give Ss plenty of time to choose their sentences and think of
12 Her muffins aren’t anything like as tasty as mine.
examples. Monitor and help where necessary.
b When they are ready, put Ss in pairs to share their ideas.
Further practice
Encourage Ss to ask follow-up questions to find out more information.
Photocopiable activities: 6C Language focus 1, p218; When they have finished, ask a few Ss to share any interesting
6C Language focus 2, p219 information they found out from their partner with the class.
Further practice
Vocabulary App: 6C Vocabulary practice 1 and 2
Responding to ideas
8 6.6 Read the questions with the class so they know what
to listen for. Ss listen and answer the questions individually, then
Speaking
compare their answers in pairs. Check the answer to question 1 Prepare
with the class and elicit their views of the suggestions. 12 Direct Ss to page 185 to read the ideas and decide what they
think of each one. Encourage them to use adjectives from Ex 9.
Answers:
1 no Speak
13a Put Ss in pairs and encourage them to use comparative
Audioscript 6.6 forms when discussing the different ideas. Monitor and make
E: OK, so these guys want a catchy name for their shop. What have we
notes on Ss’ language use for later class feedback.
got? b When they have finished, ask each pair to share their ideas with
P: Well there’s this, ‘Emma Tal’s Cheese Parlour’. It’s like Emmental the class, then hold a class vote for each idea via a show of hands.
cheese, Emma Tal? I think it’s fairly unremarkable, don’t you? Give Ss feedback on their language use as a class.
E: Wait, that’s not the owner’s name, is it, Emma Tal?
P: No, no. Otherwise that would be very fitting.
E: Yeah, it’s hardly captivating, is it? Plus it doesn’t really work, does it? Reflection on learning
People are way more likely to say ‘Emma Tall’ as in ‘not short’ when Write the following questions on the board:
they see it. Let’s ditch that straight away. I like this one though. What new comparative forms did you learn in today’s lesson?
P: What, ‘Cheese dreams’? It’s quite surreal isn’t it …
In what situations do you think you’ll use them in the future?
E: Well, I’d say quirky. Everyone likes quirky.
P: I don’t. This one? ‘Cheese the day’? I don’t get it. Put Ss in pairs to discuss the questions. When they have
E: Like ‘seize the day’? Carpe Diem? Carpe Cheezum, haha. finished, ask if anyone wants to share their ideas with the
P: Well, it’s novel, I’ll say that for it. Maybe too obscure? class, but don’t force them to if they’d rather not.
E: Well, at least it’s not your run-of-the-mill ‘Gina’s cheese shop’, but you
might be right, not everyone will get it.
P: Oh, here’s our winner: ‘Don’t worry, Brie happy!’ Homework ideas
E: Corny. Reflection on learning: Ss write their answers.
P: Witty.
Language bank: 6C Ex 1–2, p157
E: Corny. Lunch? I’m hungry and …

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Listening
Unit 6
6D English in action 5a Give Ss a minute to read the entry then elicit what the
discussion is about. Divide the board into two sections (for and
against ) and elicit Ss’ ideas about the arguments the panel
Introduction members will give, writing them in the relevant section on the
The goal of this lesson is for Ss to practise taking part in a panel board.
discussion. To help them achieve this, they will learn phrases for b 6.9 Ss listen to the discussion, noting the arguments given,
reframing and paraphrasing, referring back to what others have then compare their ideas in pairs. In feedback, go through the
said and referring back to other ideas, as well as idioms related to list of ideas on the board and tick any that were mentioned. Elicit
business and debate. whether each panel member thinks it’s worth getting a degree or
not as a class.
Warm up
Answers: Gayle thinks it is, Brynn disagrees and Carrie partly
Review the adjectives from Lesson 6C with a team game. Divide
agrees and partly disagrees.
the class into two teams and have them face the board. Place a
chair facing each group with its back to the board. Ask a volunteer
Audioscript 6.9
from each team to come and sit in the chairs. Each turn, write one
of the adjectives on the board and ask each team to elicit it from H: Thanks for attending this panel discussion everyone. As you know,
the student sitting in the chair, without saying the word or using we’re lucky enough today to be joined by three leading specialists
in the fields of higher education and business: Gayle Torres, Brynn
their language. They can use mimes or descriptions. The first
Bagnold and Carrie Verne. So without further delay, Gayle, if I could
student in the chair to guess correctly wins a point for their team. direct the question to you first. Is it worth getting a degree?
Each turn ask a different student from each group to change G: Absolutely. It’s an excellent preparation for life and teaches you the
places with the student in the chair. The team with the most skills you need to become an expert in a subject you love.
points at the end wins. H: So what you’re saying is that it’s essential if you want to do
something you enjoy?
G: That’s right.
Vocabulary H: Brynn?
B: It’s interesting that you mention skills, Gayle. We’re constantly
Idioms seeing companies up in arms about this, saying that graduates are
1 Focus attention on the photos and elicit what Ss can see. Ss applying for jobs with great subject knowledge, but clearly lacking
employability skills, such as communication and teamwork skills.
discuss the questions in pairs. When they have finished, elicit their
H: Do you mean to say that people are graduating – for want of a better
ideas and have a brief class discussion. word – ‘unskilled’?
B: In that sense, yes.
Optional alternative activity H: Carrie?
Before Ss discuss the questions in Ex 1, write the topics from the C: Well, as Brynn mentioned, we’re finding that yes, this is a problem.
And many people are finding they’ve spent three years – and a lot of
box on the board and ask Ss to think of arguments for and against
money – with their sights set on a particular job, only to find they’re
each one individually. Monitor and help with vocabulary where
completely unprepared for it.
necessary, writing any new words and phrases on the board. G: Sorry, but going back to the idea of being well prepared for a job, a
lot of degrees, such as those in engineering, computer science and
2 Ask Ss to read the sentences with the idioms and decide what medicine, really do exactly that.
the common theme is. When they are ready, ask Ss to check their H: You mean they teach the right skills?
G: Indeed. And a lot of students have summer jobs, where they learn
ideas in pairs. Check the answer with the class.
valuable life and work skills.
H: So, correct me if I’m wrong, but what you’re actually implying is that
Answer: war these essential skills aren’t lacking across the board, but only in
certain areas. Is that right?
3 Ss match the idioms with the definitions individually, then check G: Precisely.
in pairs. Check answers with the class. C: If I could build on what Gayle said about life skills there. Living
away from home, having to manage a budget, meeting new people
Answers: 1 a long shot 2 it’s a minefield with new ideas. These are all important life skills that you learn at
university.
3 a double-edged sword 4 (be) up in arms
B: OK, I take your point. But going back to the original question – is
5 get a lot of flak 6 fighting a losing battle 7 going great guns it worth getting a degree – aren’t we avoiding the most obvious
8 set (my) sights on 9 stick to your guns point here? Carrie touched on an important point earlier, in that it’s
expensive to get a degree. Graduates finish college with a huge debt
4 Ss discuss the questions in pairs. When they have finished, elicit and they find they’re fighting a losing battle over many years trying
Ss’ answers and have a brief class discussion. to pay it back. All this time they could have been working, saving for a
house and family, debt-free. It really is a double-edged sword.
C: Perhaps, yes. But the fact remains that graduates are generally
higher earners overall.
6a Go through the list with the class so they know what to listen
for. With stronger classes, you could ask them to discuss what
they remember about each thing in pairs, then listen again to
check. Otherwise, Ss listen again and make notes on each point,
then compare their ideas in pairs. Play the recording again if
necessary, then check answers with the class.
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Speak
Unit 6
Answers:
1 Gayle – you can become an expert in a subject you love 11a Ss carry out their panel discussion. Encourage them to use
2 Brynn – universities don’t teach these the Useful phrases from the lesson while they do so. Monitor and
3 Carrie – students spend three years studying with a particular make notes on Ss’ language use for later class feedback.
job in mind, which they don’t feel prepared for at the end b When they have finished, ask the host from each group to report
4 Gayle – a lot of students have them and learn life and work back to the class, sharing any conclusions they reached and find out
skills there if others agree. Give Ss feedback on their language use as a class.
5 Gayle – students learn these when they do summer jobs
Carrie – students learn life skills like living away from home, Optional extra activity
having to manage a budget and meeting new people with As an extension, Ss could change roles and repeat the panel
new ideas at university discussion with a different topic from the list.
6 Brynn – graduates leave university with a huge debt and
have to spend years paying it back
7 Carrie – graduates are higher earners overall Reflection on learning
b Give Ss a minute to read the Useful phrases, then play the Which phrases were most useful in today’s lesson?
recording again for Ss to tick the phrases they hear. Check How do you think you might use them again in the future?
answers with the class. Put Ss in pairs to discuss the questions. When they have
Answers: So what you’re saying is … ; You mean … ; class, but don’t force them to if they’d rather not.
What you’re actually implying … ; Correct me if I’m wrong, but … ;
Do you mean to say that … ; … for want of a better word … ;
Homework ideas
As X said/mentioned (earlier), … ; If I could build on/add to what
X said about … ; It’s interesting that you mention X.; Going back Workbook: Exs 1–5, p47
to the idea of … App: grammar, vocabulary and pronunciation practice
7 Ss add the phrases to the box individually, then compare their Roadmap video
answers in pairs. Check answers with the class and drill the Go online for the Roadmap video and worksheet.
phrases chorally and individually.
Answers:
Reframing and paraphrasing: 5
Referring back to what others have said: 1, 3
Referring back to other ideas: 2, 4
6 Check and reflect:
8a 6.10 Ss listen to the sentences and choose the option they Units 5 and 6
hear. Check answers with the class.
Answers: b in each pair Introduction

Ss revise and practise the language of Units 5 and 6. The notes
b Play the recording again for Ss to listen and repeat. Model and
below provide some ideas for exploiting the activities in class, but
drill the sentences yourself if necessary, highlighting the stress.
you may want to set the exercises for homework, or use them as a
In natural speech, we usually stress the words which carry 1 Ss find the mistakes individually, then check in pairs. Check
the main meaning. Other, ‘grammatical words’ are usually answers with the class.
weak or unstressed.
It’s not worth getting a degree these days. Answers:
However, in order to emphasise a point or to contrast with 1 regardless of whether …
what someone else has said, we can stress whatever words 2 learning learn
we want in order to emphasise the point we’re making. 3 Supposed Suppose
4 success, it’s nonetheless worth trying. success. Nonetheless,
It is worth getting a degree. There are so many benefits.
it’s (still) worth trying. / success but it’s nonetheless worth
trying.
5 not to mention I had lots of not to mention lots of
answers from a few Ss and have a brief class discussion.
6 inasmuch as it won’t help
Speaking 2a Elicit the first answer as an example. Ss order the letters

Prepare
10a Arrange Ss in small groups, then ask them to read the topics Answers: 1 pivotal 2 worthless 3 futile 4 overrated
and agree on which one they’d like to discuss. Alternatively, assign 5 indispensable 6 negligible
the topics to ensure coverage.
b Ss choose their roles, then make notes on the way they will b Put Ss in pairs to choose three of the questions and discuss
argue. The host could think of ideas for each side then share them them. Stronger classes can discuss more than three. When
with them. Alternatively, they could plan the structure and order they have finished, elicit answers from a few pairs and find out if
of the debate. anyone else has similar answers.
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3 Ss complete the sentences individually, then check in pairs. b Ss write their example sentences individually. Monitor and
Unit 6
Check answers with the class. check Ss are forming the sentences correctly. Fast finishers can
write sentences for four of the phrases. When they have finished,
Answers: 1 comfort 2 Cut 3 pick 4 to 5 without 6 soul ask Ss to share their ideas in pairs.
9 Ss decide which option cannot be used in each case individually,
Optional alternative activity then check in pairs. Check answers with the class.
Write the answers around the board in random order and arrange
the class in teams. Explain the activity: each turn you will call out a Answers: 1 b 2 c 3 a 4 b 5 c
number between 1–6 which corresponds to one of the sentences.
A student from each group (a different one each time) then runs
10 Explain that two of the sentences are correct. Ss correct the
mistakes individually, then check in pairs. Check answers with
to the board and touches the correct answer. The first team to do
the class.
so correctly wins a point. The team with the most points at the
end wins. As a follow up, Ss complete the activity in their books.
Answers:
1 that what
2 are applied be applied
4a Elicit the first answer as an example. Ss complete the
3 correct
sentences individually, then check in pairs. Check answers with
4 are checking check
the class.
5 correct
6 Suffice (it) to say
Answers:
1 hadn’t, have
11 Elicit the first answer and write it on the board. Ss order the
2 would/might/could, weren’t
words individually then check in pairs. In feedback, ask different
3 were/was, ’d/would/might
Ss to write the sentences on the board, then encourage others to
4 were/was, be
peer check.
5 for, wouldn’t/mightn’t/couldn’t
6 ’d/would/might/could, hadn’t
Answers:
1 My country is nowhere near as big as Canada.
b You could demonstrate the activity by giving Ss your own
2 I’m just that little bit taller than my dad.
answers, expanding on them by giving reasons why. Ss discuss
3 Your father’s job is not a patch on mine.
if they agree with sentences 2 and 4 in pairs. When they have
4 I prefer films to books. / I prefer books to films.
finished, elicit a few answers from the class.
5 My language is nothing like as difficult as English.
5a Ss replace the words in bold with the near-synonyms in the 6 I’d rather play sport at the weekend than do nothing.
box individually then check in pairs. Make sure Ss understand that
they need to use the near-synonyms in the correct form e.g. by 12 Ss complete the sentences individually, then check in pairs.
adding a preposition. Check answers with the class. Check answers with the class.
Answers: 1 remains of 2 spotless, spruced it up Answers: 1 bland 2 clumsy/corny 3 surreal 4 fitting

3 scrub, thoroughly 4 debris 5 strewn 5 captivating 6 repulsive
b Ss discuss the questions in pairs. When they have finished, 13 Ss complete the sentences individually, then check in pairs.
elicit their answers and have a brief class discussion. Check answers with the class.
6 Ss choose the correct options individually, then check in pairs.
Check answers with the class. Answers: 1 so, as 2 don’t suppose 3 awkward moment
4 for want 5 on, that 6 serious repercussions
Answers: 1 were 2 it’d stop 3 could be 4 I’d known
5 didn’t 6 had been Reflect
Ask Ss to rate each statement individually, then compare in pairs.
7 Explain that Ss need to either choose the option which is
Encourage them to ask any questions they still have about any of
grammatically correct or the one which sounds most natural.
the areas covered in Units 5 and 6.
Ss choose the best options individually, then compare their
answers in pairs. Check answers with the class. Homework ideas
Answers: 1 a 2 b 3 a 4 b 5 a
8a Ss match the words to make phrases individually, then check

Answers: 1 d 2 c 3 a 4 e 5 f 6 b

Ss test each other in pairs. One student closes their book. The
other reads out 1–6 from Ex 8a in random order for their partner
to complete the phrase. When they have finished, Ss swap roles
and repeat.
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5a Read the question with the class, then ask Ss to discuss it in
Unit 6
6A Master your writing pairs. In feedback, elicit their ideas but don’t give the answer yet.
b Ss read the Focus box and check their answers to Ex 5a. Point
out to Ss that the passive voice can be overused and once the
passive has been established in a text it is common to omit the
Introduction
verb be to avoid repetition, e.g. Participants were shown into the
Ss develop the skill of writing a summary of a scientific experiment room and were asked to take a seat. They were given a sealed
by learning how to maintain a neutral scientific tone. envelope and were asked to open it but were asked not to show
it to other participants.
Warm up 6a Elicit the first answer as an example, then ask Ss to complete
Write the following on the board: the remainder of the exercise, referring to the Focus box to help
Do you know of any famous scientific or psychological them if necessary. Allow Ss to compare answers in pairs, then
experiments? check answers with the class.
What did they involve?
Answers: 1 quickly 2 totally 3 around 4 always
What was the aim?
5 lovely 6 obviously
What were the results?
Give Ss a few minutes to make notes then put them in pairs to
b Ss rewrite the sentences individually, then check in pairs. In
discuss. In feedback, elicit answers from a few Ss.
feedback, invite different Ss to the board to write their sentences
1a Tell Ss that they’re going to do a memory test. Put them in A/B and check them with the class.
pairs and refer them to the relevant pages. Give Ss exactly one
minute to study the words then ask them to turn back to Ex 1b. Suggested answers:
1 Each participant was asked five simple questions.
b Ss write down what they remember individually. Make sure they
2 The research suggests that people have a positive response
don’t speak to their partner or look back at the relevant page.
to rewards even when those rewards are not earnt.
c Ss check their answers and add up their points.
3 The participants were shown a humorous film.
2a Ask Ss to share their answers with the class and find out if 4 It was noticed that all the participants carried out the task
Student As or Student Bs scored higher in general. without complaint.
b Ss discuss the questions in pairs. In feedback, elicit their 5 The participants were instructed not to touch the envelope.
answers and go over the information in the Culture notes with
the class. Prepare
7a Put Ss in pairs to study the pictures and discuss the questions.
Answer:
When they have finished, ask a volunteer to describe the
1 The aim of the experiment was to find out the effect on
experiment to the class.
memory of colouring words differently to their meaning.
Answers:
Culture notes 1 Picture 1: One person, the participant, is sitting in a room
It is expected that Student A would, on average, have more with some empty chairs. He is filling in a form or questionnaire.
difficulty than Student B and would remember fewer words Picture 2: Smoke is coming under the closed door. The
and get the order more confused. The reason is that the word participant is investigating.
itself (purple, green, brown, etc.) does not correspond to the Picture 3: A different participant is in the same room. She is
colour of the font. This creates confusion in the brain and filling in a form or questionnaire. There are other people in
hinders memory. the room doing the same thing but these are actors.
This is a variation on the famous ‘Stroop effect’, named after Picture 4: Smoke is again coming under the closed door. No
J Ridley Stroop, who asked people to say the colour of the one is investigating. The participant looks worried.
words rather than read them. So for the word BLUE in a yellow Picture 5: Smoke has filled the room and the participant is
colour, the person would have to say ‘Yellow’. People found this coughing. She is still not investigating the situation. No one
surprisingly hard to do correctly. You can try this experiment else is investigating the situation. They are carrying on as
with Ss, using different colour pens, and discuss how it feels. though nothing is happening.
2 The experiment proves that people will follow the lead of
3 Write the title of the study on the board and ask if anyone has others around them. They will not take action even in a
heard of it. Put Ss in pairs to study the pictures and describe the dangerous situation if no one else is taking action.
experiment in their own words. When they have finished, elicit
their ideas but don’t give any answers yet. b Ask Ss to make a list of vocabulary individually, then compare in
pairs. Elicit their ideas and add the words in the Suggested answer
4a Ss read the summary and put the stages in order individually,
if necessary.
Suggested answer:
Answers: The correct order is E, D, C, A, B
participant, empty chairs, form or questionnaire, actors, instruct,
b Ss discuss what they think the results are in pairs. When they smoke, come from, raise the alarm, ignore, showed concern,
are ready, refer them to page 186 to check their answers. Ask if pretend that nothing is wrong
they found anything surprising.
Answers: 1 30 2 5 You may want to create a mind map of the vocabulary needed to
describe the experiment as you elicit the answers to Ex 7a.
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Write 4a Focus attention on the phrase and elicit Ss’ ideas. With
Unit 6
8 Ss write their summaries. Monitor and offer corrections where weaker classes, ask guiding questions such as What adjective is
necessary. When they have finished, put Ss in pairs to swap used with it? (high) What verb comes before it? (be tempted by)
summaries and review each other’s work, using the Focus box as Does a high rate of return have a positive or negative meaning in
a checklist. Ss then give each other feedback on their summaries. this context? (positive)
Ss could write a second draft in class or for homework. b Give Ss plenty of time to read the Focus box and check their
answers. Answer any questions Ss have about the information in
Homework ideas the box.
Ex 8: Ss write a second/final draft of their email.
Workbook: Exs 1–8, pp. 50–51 Answer: See Focus box.
5a Ss find the phrases and underline them, then check in pairs.

Check Ss have found all the phrases. See answers to Ex 5b if
necessary.
b Read the example with the class, then ask Ss to follow the
6B Master your reading advice in the Focus box to answer the question about each of
the other phrases. Weaker classes can do this in pairs. Check
Introduction Answers:
Ss develop the reading skill of understanding an article on finance All the phrases are generally concerned with finance.
by learning how to refine understanding of word meaning. 2 headline rate (section 1)
– it can mask a lower interest rate
– the writer advises the reader to look beyond it
Warm up
So it is something which shouldn’t be trusted.
Ask Ss what different types of bank account they know. Discuss 3 bank balance (sections 2 and 3)
as a class and elicit the examples. Use the discussion to pre-teach – it can be damaged
current account, savings account, investment account, overdraft – we should check it regularly
and ISA (an Individual Savings Account, which in the UK allows you So our bank balance is something that needs to be protected.
to save a limited amount of money tax free). 4 pay up front (section 2)
– it is better to pay up front if possible
1a Focus attention on the adverts, then ask Ss to read them and
Paying up front is sensible.
answer the question individually.
5 instalment plans (section 2)
b Put Ss in pairs to compare their answers, then ask them to turn
– can be expensive
to page 191 to check. Check the answer with the class and go over
– paying by instalments is the same as taking out a loan
the information in the answer key.
Instalment plans are to be avoided if possible.
6 down payment (section 2)
Answers:
– you make a down payment
XYZ Bank is better.
– the down payment is often small
After one year you end up with the following amounts:
– it’s connected to paying by instalments
ABC bank: £5070
Down payments are part of instalment plans, which are to be
XYZ bank: £5100
avoided if possible.
After two years you end up with the following amounts:
7 principal (section 2)
ABC Bank = £5140.35
– you repay a principal
XYZ Bank = £5202
– it’s connected with but different from a down payment
– interest can be added to it
2a Give Ss a minute to read the introduction to the blog and
So it sounds like something to be wary of.
answer the question. Check the answer with the class.
8 defaulting (section 2)
Answer: 1 – you default on a loan
– it happens when you don’t realise the true cost
b Read the example with the class and stress that Ss don’t need So defaulting on a loan is a negative thing.
to understand the precise meaning of the word, just what they
can deduce about it from the context of the introduction to the 6 Ss read the blog again and answer the questions individually,
article. Don’t give any answers yet. then check in pairs. Check answers with the class.
3a Ss can do this individually, making notes, or in pairs. Monitor
Answers:
and help with ideas and vocabulary where necessary, writing any
1 it might only apply to part of your money, it might only apply
new words/phrases on the board. When Ss have finished, elicit
for a limited time, it might be the maximum rate and you
their ideas and write them on the board.
might not qualify for the maximum
b Ss read the rest of the blog and check the advice. In feedback, 2 it masks the much lower interest rate that you actually get
go through the ideas on the board and tick any that are 3 paying up front
mentioned. 4 a realistic repayment plan
5 knowing your budget
6 by checking your bank balance regularly
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Optional extra activity b 6.7 Ss listen to Part 1 of the podcast and make notes on the
Unit 6
reasons given, then compare their notes in pairs. In feedback, elicit
You could ask fast finishers to find these phrases in the blog and
what they heard and tick off any of the ideas on the board that
guess what they mean:
were mentioned.
1 always do your homework (section 1)
2 saving for a rainy day (section 2) Answers:
3 be savvy about (section 2) to overcome fears
4 a few slices short of a loaf (section 3) to break out of your comfort zone
to challenge yourself and be more playful
Answers: to find a sense of fun and adventure
1 research the best option for you to change the way you interact with others
2 saving money for a time when things go wrong (e.g. you have
no money coming in or need to pay out money for something
Audioscript 6.7
unexpected)
3 be smart or intelligent about Part 1
4 it suggests that someone is a bit crazy or doesn’t make J: Do you feel that warm sun? Isn’t it just the best feeling in the world?
rational decisions. S: Yes, it’s amazing. I love sunbathing, although it’s strange to be
sunbathing in the middle of winter.
T: Yes, that is very odd. I’ve never sunbathed in the middle of winter
7 Ss discuss the questions in groups. When they have finished, before. But you know what – I think it’s suddenly getting darker.
nominate a student from each group to share their ideas with the Do you see that too?
J: Yes, I do. That’s really odd. Look there’s a big black shadow moving
class and have a brief class discussion.
across the sun and blocking out the light. All of a sudden we’re
sunbathing in the dark!
Homework ideas
S: Yes, that’s really freaky. I think it’s a solar eclipse.
Workbook: Exs 1–7, pp.48–49 T: Yes, it could be a solar eclipse or … it could be a gigantic alien
spaceship blocking out the light …
J: Yes, I think you’re right! It’s definitely a spaceship. And it looks like it’s
coming down to land!
P: I’m here at the Lumley Institute for the Performing Arts and I’m
witnessing something really very special. It’s an improv workshop,
and it’s led by professional actor, comedian and improvisor Helena
6C Master your listening Wakira-Thompson. Helena, what is improv?
H: Yes, good question. Improv is a form of theatre or comedy where
nothing is scripted beforehand and everything that happens is made
up on the spot.
Introduction P: So it’s a kind of theatre, a kind of comedy?
H: Traditionally yes, that’s what it’s been but this is an improv workshop
Ss develop the listening skill of understanding a complex podcast
for ordinary people, for introverts so to speak …
by learning how to recognise doubts about word choice. P: People like me?
H: Possibly people like you, yes! Are you an introvert?
Warm up P: Well the thought of getting up on stage to perform an improvisation
absolutely terrifies me.
Ask Ss what they think the essential ingredients are for a comedy, H: Oh, well, then this course is definitely the course for you, yes.
i.e. what makes them laugh. Put Ss in pairs and ask them to think …
of at least three things. When they have finished, elicit their ideas P: So, this is Justin and he’s a participant on this improv course. Justin,
and find out if others agree. what on earth inspired you to take part in this course. I mean, don’t
you find it terrifying?
1 Focus attention on the photo and elicit what Ss can see. Ss J: Oh, yeah, totally terrifying, you know. I’m an introvert at heart and
discuss the questions in pairs. When they have finished, elicit Ss’ I hate people looking at me and I hate it even more when I have to
ideas and find out if others agree, feeding in the information about perform so, yeah, this is my own personal nightmare really?
improvisation comedy from the Culture notes if necessary. P: I see! So why did you decide to take part?
J: Umm, well, I wanted to sort of break out of my comfort zone, if
you like.
Culture notes P: Oh, really?
Improvisation comedy, or improv, is a type of performance J: Yeah, I was feeling kind of like … stuck in a rut, you know, stuck in a
comedy which is completely unscripted and unplanned. rut in my life and, how can I put it, unable to really feel good about
Performers may take suggestions from an audience or use their myself.
own ideas and make things up as they go along. P: So you were depressed?
J: Well in a manner of speaking I guess I just felt that I’d kind of lost the
spark in my life, if you see what I mean.
2a Ss discuss the question in pairs, making a list of possible P: And what about you, Tony. Why did you decide to join the course?
reasons. When they have finished, elicit their ideas and write them T: Well, I wanted to challenge myself, you know, find a way to be more …
on the board. playful, if you like.
P: And has it worked?
T: Well we’re about half-way through the course now and it’s been a
revelation really.
P: In what way?
T: It’s just really helped me to … how can I put it … to break out of myself
and to … to find a sense of fun and adventure.
P: Adventure?
T: Yes. It’s totally changed the way I interact with people in everyday life.
P: Wow! So it’s had a big impact on you …
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3 Ss listen again and complete the sentences individually, then S: That’s right and I think it’s really important that you don’t have a
Unit 6
compare their answers in pairs. Make sure Ss understand that preconceived plan, so to speak, a ready-made story, because then
you can’t respond creatively to what the other person says. You need
each gap needs two words. Check answers with the class.
to let go of your story and just respond in the moment.
P: With ‘Yes and … ’ ?
Answers: 1 scripted beforehand 2 ordinary people S: Exactly. You accept what the other person said and build on it.
3 comfort zone 4 the spark 5 more playful 6 big impact P: OK. What are the other principles of improvisation?
S: Well there are a few really but the one I like is that you have to
4a Focus attention on the extract and the phrase in bold and actively listen in order to connect with your fellow improvisers.
elicit Ss’ ideas. Don’t give the answer yet. P: OK.
S: So normally we listen to each other with minimal attention, if you see
b Ss read the Focus box and check their answer. Check the
what I mean, just enough to know how to respond.
answer with the class and answer any questions they have about P: You mean we don’t really listen.
the information in the box. S: That’s right. We don’t actively listen because we’re thinking about
what we’re going to say next.
Answers: It shows that the speaker is not sure that playful is P: Yes, I can certainly identify with that.
the right word to use in this situation. S: Well, with improv you have to actively listen and engage and then
usually you just, how can I put it, spontaneously find you have
something to add.
5 Ss read the sentences and choose the correct options individually,
P: I see.
then compare their answers in pairs. Check answers with the class.
S: And that really allows you to trust your fellow improvisers, trust that
they’ve got your back.
Answers: 1 b 2 b H: I think it’s time you joined in and gave it a go.
P: Me?
6 6.8 Go through the questions with the class so they know H: Yes, you. Don’t be afraid to fail. You’re among friends. What’s the
what to listen for. Ss listen and answer the questions, then worst that can happen?
7a Ss listen again and complete the sentences, then compare
Answers: their answers in pairs. Check answers with the class.
1 You are trying to make your fellow improvisers look like geniuses.
2 By saying Yes and … to everything they say. Answers: 1 if I can put it that way 2 how can I put it
3 Because it allows you to connect with them. 3 so to speak 4 if you see what I mean 5 how can I put it
4 We are thinking of what to say next.
b Ss identify the phrase the speaker is unsure about in the
Audioscript 6.8 extracts in Ex 7a individually, then compare their answers in pairs.
Part 2
P: So Helena, what are the things you learn on an improv course?
Answers: 1 principles of improvisation 2 the spirit
H: Well we break it down into the principles of improvisation, if I can put
it that way, sounds a bit grand, but yeah, there are certain principles 3 preconceived plan 4 minimal attention
that will help you improvise on stage. 5 spontaneously find you have something to add
P: OK, so what are those principles?
H: Well, I call them the do’s and don’t’s of improv; so the first don’t is Optional extra activity
don’t try to be funny. That’s not the aim. And you’re not trying to be
clever or quick either … Write the following on the board:
P: No? I thought that was the point of improvisation, to be funny and 1 The presenter: I fear doing improv in public.
clever and quick. 2 Justin: I wasn’t seriously depressed.
H: That’s a by-product of doing improv well, but it’s not what you try to
3 Tony: The course has been a very positive surprise.
do. What you try to do is to make your improvisation partners look like
geniuses.
4 Helena: It happens as a result of improv but it’s not the main aim.
P: Oh! 5 Sally: You have to forget about the story.
H: And following on from that is the first ‘do’ of improv. Do say ‘Yes and … ’. 6 Presenter: I agree with what you say and have personal
P: Yes and … ? experience of it.
H: That’s right. To everything your partner says you say ‘Yes, and’ – I Ask Ss to listen to both parts of the podcast again and identify
mean you don’t have to use those exact words but the, how can
how the speakers express these ideas, then compare their
I put it … the spirit of those words is what you’re looking for. And
that means that you accept everything your partner says, you react answers in pairs. Check answers with the class.
enthusiastically to it and you try to build upon it.
… Answers:
1 The thought of getting up on stage to perform an
J: Have you noticed anything strange about that house plant that we
bought last week? improvisation absolutely terrifies me.
S: Yes, I have actually. Every morning I come down and the house plant 2 I just felt that I’d kind of lost the spark in my life.
has grown. A lot. 3 It’s been a revelation really.
T: Yes, I’ve noticed that too. It’s about the size of a small tree now. And 4 That’s a by-product of doing improv well, but it’s not what you
have you noticed that it seems to have a mouth? try to do.
J: Yes, I did notice that now you mention it. A small dark mouth with tiny
5 You need to let go of your story.
teeth.
6 Yes, I can certainly identify with that.
S: Yes, that’s right. And this morning when I came downstairs those tiny
teeth had hairs on them. I think they were animal hairs.
T: Yes, I noticed that too. And by the way, have you seen Fluffy today?
8 Ss discuss the questions in pairs. When they have finished, ask
P: OK, before I get nightmares let me just stop you there. So, Sally, that
scene was totally improvised?
Ss to share their answers with the class.
S: Yeah, that’s right.
P: So you had no idea what you were going to say? Homework ideas
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Unit 7
7A Journeys
The goal of this lesson is for Ss to plan an unconventional journey.
To help them achieve this, they will learn or revise determiners
and idioms related to exploration.
7A Journeys
Goal | plan an unconventional journey Warm up
Language focus | determiners
Vocabulary | idioms related to exploration
What’s the most beautiful place in the world you’ve ever visited?
Can work collaboratively to plan a course of action while
What made it beautiful?
considering how to avoid potential risks Give Ss a couple of minutes to think of their answers, then put
them in small groups to discuss. When they have finished, ask a
7B It’s a scam!
few Ss to share their answers with the class.
Goal | talk about financial problems
Language focus | relative clauses
Vocabulary | deception
Reading
Can talk about complex financial problems in detail 1 Arrange Ss in groups to discuss the question. With stronger
7C Skills for life classes, you could ask them to add some sort of ‘wow’ factor
Goal | discuss skills and abilities to their proposed journeys (e.g. travelling in luxury, futuristic
Language focus | reduced relative clauses and similar travel, etc.). Monitor and help with vocabulary where necessary,
structures writing any new words and phrases on the board. When they have
Vocabulary | skills and abilities finished, nominate a student from each group to share their ideas
GSE learning objective with the class.
Can conclude a discursive argument using a range of linguistic 2 Read the question with the class, then set a time limit for Ss
devices to read the article quickly and answer the question, then check in
7D English in action pairs. Check the answer with the class.
Goal | chair and participate in a debate
Vocabulary | debates Answer: Overland, in an old but reliable car
Can effectively chair a debate, managing contributions and Optional extra activity
reaching a conclusion
Ask Ss to discuss how they would answer the question at the end
Roadmap video of the article in pairs. When they have finished, elicit their answers
Go online for the Roadmap video and worksheet. and have a brief class discussion.
VOCABULARY BANK 3 Ss discuss the questions in pairs. When they have finished, elicit
answers from a few Ss and have a brief class discussion.
7A Travel problems
7B Finance and investment Language focus
MASTER YOUR SKILLS Determiners
4 Give Ss a couple of minutes to read the language focus box or
7A Master your listening go through it with the class. Answer any questions Ss have. Ss
Goal | understand a debate complete the box with the words in bold in the article individually,
Focus | recognising digression then check in pairs. Check answers with the class.
Can recognise digressions and asides as an argumentative tactic Answers:
in a discussion or debate
1 ten times the distance, half the time, all the equipment
7B Master your reading 2 the many problems
Goal | understand correspondence 3 Your first few flights
Focus | identifying a writer’s tone 4 virtually any challenge
GSE learning objective 5 rather a niche activity, something of a boom
Can understand correspondence with idiomatic or
non-standard language
7C Master your writing There are two other idiomatic expressions with determiners
Goal | write a review in the article which your Ss might be interested in (especially
Focus | creating vivid imagery
if they read older literature in English). These include:
GSE learning objective many + a/an + singular noun e.g. many a traveller and
Can write a review of a product or service using linguistically possessive + every + noun e.g. your every need.
complex language
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5a 7.1 Ss listen to the extracts, paying attention to whether Vocabulary
Unit 7
any is stressed, then check in pairs and answer the question.

Check answers with the class and feed in information from the Idioms related to exploration
Pronunciation checkpoint if necessary. 7a 7.3 With weaker classes, write the names of the three
games on the board first (the coin drop challenge, the bus stop
Answers: 1 unstressed 2 stressed randomiser and the coin flip game). Ss listen and make notes on
each game, then compare in pairs. Check answers with the class.
Pronunciation checkpoint Answers:

In positive sentences like 1 in Ex 5a, unstressed any usually The coin-drop challenge: You drop a coin on a map on the floor
has a conditional meaning (i.e. if you face any challenges, and have to go to the place where it lands (unless it’s a place
you need to overcome them). Stressed any (in positive and you’ve been before).
negative sentences and in questions) means ‘it doesn’t The bus-stop randomiser: You take the first bus out of town
matter which one’. It’s similar in meaning to ‘every possible’. and get off in the first town or village. After exploring that place,
you repeat the activity several times.
b 7.2 Ss decide if any should be stressed in each sentence, The coin-flip game: You flip a coin every time you need to
then check in pairs. Play the recording for Ss to check their decide whether to turn left or right.
answers, then check answers with the class.
Audioscript 7.3
Answers:
Any is stressed in examples 1 and 3, where it means ‘it doesn’t T: Oh, hi, Chloe. How was your weekend?
C: Great, thanks, Trevor. We went to Greymarsh. It’s a small village about
matter which one’.
forty kilometres from here, as the crow flies.
It’s not stressed in example 2, where it has a conditional meaning. T: Greymarsh? Why did you go there?
C: Because we’d never been there before. We often do that – we spread
c If necessary, play the recordings again for Ss to repeat. Ss a big map on the floor and drop a coin on it. Wherever the coin lands,
practise saying the sentences in pairs. that’s where we have to go – although we steer clear of anywhere
we’ve been before. We call it the coin-drop challenge.
T: That’s crazy! Don’t you end up in some weird places?
C: Yeah, of course. But it’s a great way of getting away from it all
and exploring the local area. And it beats following the herd to
Answers: 1 such 2 your, first 3 a, that 4 almost, relatively overcrowded tourist attractions.
5 quite, many, any 6 few, something 7 half 8 another T: Right. So what can you do in Greymarsh?
C: Well, it’s on the edge of a huge marsh, as the name suggests, so it’s
b Read the example with the class, then ask Ss to complete a haven for wildlife. We did some bird watching and later we climbed
the statements individually, using a range of determiners and to the top of a big hill to admire the views. The trick is to go with your
gut and do whatever feels right, rather than planning everything in
modifiers. Monitor and check Ss are using them correctly. When
advance.
they have finished, elicit ideas from the class. T: Hmm. I love the great outdoors too, but it seems like a long way to go
just to look at some birds and climb a hill.
Suggested answers: C: Ah, but that’s the whole point. It’s all about the journey, not the
1 Well over half of the approximately thirty countries I’ve visited destination. We always take the scenic route, even if it’s twice as far
in the last few years are in Europe. as the direct route. You should give it a go.
2 During one of my last journeys, I experienced almost none of T: I’m not sure. For one thing, I don’t have a car.
C: That’s OK. We often do it by bike. Or there’s a similar technique you
the many problems that I usually experience.
can use on public transport, actually. We call it the bus-stop
3 I’ve read exactly sixteen of the almost eighty books by my randomiser. You take the first bus out of town, no matter where it’s
favourite author. going. Then you get off in the first town or village, and have a wander
round. When you’re ready to move on, you go back to the bus stop and
c Ss write true sentences about their own experiences. Monitor take the next bus that comes along. And you keep doing that three or
and help with vocabulary where necessary, writing any new words four times, until you end up in the middle of nowhere. It’s brilliant!
and phrases on the board. When they have finished, nominate Ss T: It sounds terrifying to me. I mean, how can you be sure you’ll get
home before dark? What if you miss the last bus?
to share their ideas with the class.
C: Well, that’s certainly a risk, but we treat it as part of the adventure,
like a race against time. But I admit it can be quite a stressful
LANGUAGE BANK 7A pp.158–159 experience at times. We once got stuck in the back of beyond with
Stronger classes could read the notes at home. Otherwise, no food, no money and no phone signal, which wasn’t much fun. We
ended up flagging down a passing motorist who gave us a lift back
check the notes with Ss, particularly the special uses of
to town. So it definitely pays to be prepared for the unexpected. You
determiners. In each exercise, elicit the first answer as an
could always take a tent with you so you can camp out in a nearby
example. Ss work individually to complete the exercises, then forest if necessary.
check their answers in pairs. In feedback, elicit Ss’ answers. T: Yeah, I suppose so … But I guess it’s less stressful when you’ve got a
Ss can refer to the notes to help them. car. Maybe I’ll try your coin-drop challenge, if I can find somebody to
ferry me around in their car!
Answers: C: Hey, why don’t you come with us this weekend?
1 1 a, c 2 b, c, d 3 a, c, d 4 a, b, d 5 b, c, d T: OK. That’d be awesome. What’s the plan?
2 1 few 2 some 3 half 4 twice 5 quite C: We’re going to play our ‘coin-flip’ game. Basically, you head out of
town and flip a coin every time you need to decide whether to turn
left or right. You end up in some pretty out-of-the-way places but
Further practice it’s a great way of exploring. We sometimes play a version where we
Photocopiable activities: 7A Language focus 1, p221; spend the morning getting completely lost, and then the afternoon
7A Language focus 2, p222 trying to retrace our steps and find our way back home again –
without GPS, of course – unless we totally lose our bearings, in
which case we’re allowed to use our phones to get home.
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T: You’re crazy! Speaking
Unit 7
C: It’s fine, as long as you’re prepared for any situation. For example,
making sure you’ve got some cash or a bit of chocolate to keep your Prepare
energy up … 9 Put Ss in pairs and give them a couple of minutes to read the
T: OK, so let’s make a list of all the things that could possibly go wrong.
instructions, then check they know what to do. Ask Ss to plan
their journeys. Monitor and help with vocabulary and ideas where
b Put Ss in groups to discuss whether they’d like to try any of the necessary.
games and why or why not. In feedback, elicit ideas from each
group and find out if others agree. Speak
8 7.4 Ss complete the extracts individually, then compare 10 Put pairs together to form groups of four and ask them to
their answers in pairs. Play the recording for Ss to listen and check, share their ideas. Encourage them to listen carefully and try to
then check answers with the class. identify possible weaknesses in the other pair’s plans, then work
together to rectify them. Monitor and make notes on Ss’ language
Answers: 1 crow 2 clear 3 away 4 herd 5 gut use for later class feedback.
6 outdoors 7 scenic 8 nowhere 9 beyond 10 steps 11 Give pairs a little time to decide how to present their journeys
incorporating the ideas from Ex 9. Then ask pairs to present their
Optional extra activity plans to the class. Ss could vote for the most interesting journey.
Write the following definitions on the board:
1 (travelling) without anybody else driving /taking you (Paragraph 1)
2 leaving major roads (Paragraph 2 )
3 spending time in basic or uncomfortable conditions (Paragraph 3 ) Write the following questions on the board:
Ask Ss to find idioms in the article in Ex 2 which have these How confident do you feel using determiners in English now?
meanings, then check in pairs. Check answers with the class. What can you do to practise them more in the future?
Answers: finished, ask if anyone wants to share their ideas with the
1 under your own steam class, but don’t force them to if they’d rather not.
2 going off the beaten track
3 roughing it Homework ideas
Travel problems
vocabulary section. Fast route: continue to Lesson 7B
1a Ss complete the sentences individually, then compare
their answers in pairs. Check answers with the class.
Answers: 1 seized up 2 jetlag 3 puncture 4 congested

5 stranded 6 gridlock 7 shipwrecked 8 colliding
9 grounded 10 write-off 11 impassable 8 capsized
b Ss categorise the words individually, then check in pairs.

Answers:
1 gridlock, impassable, puncture
2 grounded, jetlag, (puncture)
3 capsized, (grounded), impassable, shipwrecked
4 colliding, congested, seized up, stranded, write-off
2 Give Ss a couple of minutes to think about their answers,

then put them in pairs to discuss the questions. When they
have finished, ask a few Ss to share their experiences with
the class.
Further practice
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Unit 7
7B It’s a scam! Write these expressions from the article on the board:
1 fall for something hook, line and sinker
2 lull somebody into a false sense of security
Introduction 3 swallow the bait
The goal of this lesson is for Ss to talk about financial problems. 4 throw good money after bad
To help them achieve this, they will learn or revise relative clauses 5 keep your wits about you
and vocabulary related to deception. Ask Ss to find them in the article and discuss what they mean in
Warm up
Answers:
Tell the class about a potential scam you’ve received (e.g. through 1 be 100 percent deceived by something
a phone call, text message, email, etc.) recently. Put Ss in pairs to 2 trick somebody into feeling safe
discuss any recent potential scams they’ve experienced. 3 take something that has been designed to trap you
4 spend more money in an attempt to recover money that
you’ve already wasted
Reading 5 stay careful and alert to dangers
1 Focus attention on the adverts and elicit what they’re for
(investments). Ss read them then discuss the questions in pairs.
When they have finished, elicit answers from a few Ss. Vocabulary checkpoint
Many idioms in English have a theme or are taken from
Suggested answers: similar contexts. For example, business idioms are usually
1 Advert A is almost certainly a scam. It contains several typos taken from the context of war. If you do the optional extra
(expereince, necesary, succes) and has clearly been designed activity, you could point out that idioms 1 and 3 are taken
to tempt naïve or desperate victims. Advert B looks a lot more from the context of fishing.
professional, so it may or may not be a good investment.
There is no way of telling just from the advert. 5 Ss discuss the questions in pairs. When they have finished, elicit
2 They both focus on people’s desire to avoid stress Ss’ ideas and have a brief class discussion.
(No stress! / stress-free). They both include apparent
recommendations (As seen on TV / over 100,000 satisfied Suggested answer:
customers). They both try to reassure the buyer (Success 1 They create professional-looking websites, they may post
guaranteed / reliability ). They both end with a clear call-to- false reviews and recommendations on their own website or
action (Find out more / Call one of our experts). elsewhere on the internet, they appear kind and trustworthy
3 Do some online research to find out if the claims are true. when you meet them, etc.
2 Ss read the article quickly to determine which advert the article

is mainly about, then check in pairs. Check the answer with the
VOCABULARY BANK 7B p172
class and elicit why. Finance and investment
This optional exercise builds on the lexical set in the
Answers: It’s mainly about offers like the one in advert B, vocabulary section.
which aren’t obvious scams. 1 Read the example with the class. Ss complete the texts
individually, then compare their answers in pairs. Check
3 Ss discuss the questions in pairs. When they have finished, answers with the class.
elicit Ss’ ideas and find out if others agree. Fast finishers could
Answers: 1 debtor’s 2 collateral 3 default 4 creditor
also discuss this question: Some people deliberately engage with
5 repossess 6 credit rating 7 depreciates 8 speculating
scammers in an attempt to waste their time. Would you ever do
9 assets 10 appreciate 11 write off 12 hedge
this? Why/Why not?
13 bonds 14 stocks and shares 15 commodities
16 derivatives
Vocabulary
Deception Further practice
4 Refer Ss back to the article in Ex 2 and point out the words Photocopiable activities: 7B Vocabulary, p226
in bold. Ss match them with their meanings individually, then App: 7B Vocabulary practice 1 and 2
compare their answers in pairs. Point out that they may need to
change the form of the words in bold as the definitions are written
for singular nouns and the infinitive form of the verbs. Encourage
them to use dictionaries if necessary. Check answers with the
class and be prepared to provide further explanations
and examples if necessary.
Answers: 1 scam, con 2 scammer, con artist 3 ruse, ploy

4 see through 5 taken in by, duped, ripped off 6 gullible
7 streetwise, discerning, vigilant 8 luring 9 above board
10 prey on 11 bogus 12 purports
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Language focus invest too. It took me a few months to organise the loan, by which
Unit 7
time my initial £10,000 had more than quadrupled in value.
Relative clauses Y: Sorry, are you saying you’ve invested another £20,000 in Safeside?
6 7.9 Tell the class that they’re going to listen to a radio R: Yes, but it’s OK. My investments are worth almost a hundred
thousand pounds now, after less than a year. It’s all there on the
phone-in programme about scams. Read the questions with the
website. I check it every day.
class so they know what to listen for, then play the recording for Y: I’m sure you do, sir. But those amazing returns sound a bit too good
Ss to answer the questions, then compare their answers in pairs. to be true, in which case your investment isn’t really worth a hundred
Check answers with the class. thousand. I’m sorry to break this to you, sir, but I have a nasty
suspicion that your money is gone – all of it.
Answers:
1 His daughter thinks he has fallen victim to a scam and he 7a Ss complete the extracts individually, then compare their
wants to reassure her. answers in pairs. When they are ready, play the recording again for
2 He checked their website, read online reviews and visited Ss to listen and check their answers. Check answers with the class.
their smart office. He also withdrew some money as proof
that it wasn’t a scam. Answers: 1 which, to 2 from whom 3 half of which
3 He was told it would be time-consuming and he’d lose some 4 on top of which 5 after which 6 by which time
benefits. 7 in which case
4 He doesn’t believe them, perhaps because he’s in denial
(i.e. he doesn’t want to believe them because he has too b Give Ss time to read the language focus box or go through it
much to lose). He sees himself as smart and streetwise, not with the class. Answer any questions Ss have about it. Ss match
the sort of person who might fall victim to a scam. the examples in Ex 7a with the points in the box individually, then
Audioscript 7.9
P: Good morning and welcome to Mind your Money. Today, we’re talking Answers: 1 a 2 a 3 c 4 b 5 a 6 d 7 d
about financial scams, and I’m joined by fraud expert Detective
Inspector Yeats. Welcome to the show. 8a 7.10 Ss listen to the two sentences and answer the
Y: Thanks. Good morning. question individually. Check the answer with the class. With
P: Let’s start with a call from one of our listeners, Mr Robert Henderson. weaker classes, write the sentences on the board first.
Are you there?
R: Yes. Good morning.
Answer:
P: So I understand you’re going to tell us about a financial scam which
In the first sentence, to has an /uː/ sound.
you’ve fallen victim to. Is that right, Mr Henderson?
R: Well, I’m not sure. My daughter suggested I contact you, you see, In the second sentence, to has an /ə/ sound.
about my recent investments. She’s convinced that I’m being To often has an /uː/ sound at the end of a sentence or clause
scammed out of my life’s savings, but I’m sure everything’s above and an /ə/ sound when it appears mid sentence.
board. So I’m mainly calling to put my daughter’s mind at rest.
P: Right. So can you tell us about your investment, Mr. Henderson?
Audioscript 7.10
R: Yes, well, I’ve invested quite a lot of money in some funds managed by
a company called Safeside Investments. A few years ago, I was looking I understand you’re going to tell us about a financial scam which you’ve
for a fund in which to invest my savings, and I came across the Safeside fallen victim to.
website, which was very professional. A lot of the reviewers online I understand you’re going to tell us about a financial scam to which
seemed delighted with their dealings with Safeside too. I even went to you’ve fallen victim.
their office, which was very smart. So I really don’t think it can be a scam.
Y: Well, it sounds like they’re certainly very professional, Mr Henderson.
But it’s not difficult to create a slick website, post some fake reviews b Put Ss in pairs to write more sentences with relative clauses
online and rent a fancy office. It’s often just a ploy to charm and which have to in the middle and at the end of the sentence.
disarm people from whom they plan to steal. Can I ask how much Monitor and check Ss are forming the sentences correctly.
money you’ve ‘invested’? c Ss practise saying their sentences in pairs.
R: Er, last year, I invested £10,000 in their funds, half of which I put in a
low-risk, low-returns fund and the other half in a high-risk, high-returns
9 Ss combine the sentences individually, then check in pairs.
fund. After three months, my low-risk investment had appreciated by Check answers with the class. Fast finishers could write the
an amazing 10 percent, on top of which my high-risk investment had answers on the board once they’ve finished.
almost doubled. After three months! I couldn’t believe it!
Y: Hmm. In my experience, high returns like those are often made-up Answers:
figures, designed to lure you into investing more. 1 I receive about 20 emails a day, almost all of which are scams.
R: Ah, but that’s where you’re wrong. I wanted to make sure it wasn’t 2 My PIN number stopped working, at which point I realised
too good to be true, and to reassure my daughter, who was getting
something was wrong.
worried by this stage. So I sent a request to withdraw my £5,500
from the low-risk fund, after which my money appeared promptly 3 The victims were expecting to retire on their savings, instead
back in my account. If it had been a scam, would it have been so easy of which they found themselves heavily in debt.
to withdraw my money? 4 I lost a lot of money in a scam, which I’d been lured into with
Y: Er … you didn’t withdraw all your money, sir. They still had almost half promises of easy riches. (More formal: … into which I’d been
your money, which I bet they told you would be much harder to get lured …)
your hands on.
5 I received an email from an inheritance lawyer, according to
R: Hmm, now you come to mention it, yes, they did. For the high-stakes
fund, I needed to give three months’ notice and sacrifice any gains
whom I’m due some money from a distant relative who died
during that notice period, which I was reluctant to do because my without a will.
investment might double again in those three months – which it did, 6 They bought some crypto currencies from an online retailer
actually. last month, a few days after which the retailer’s website
Y: Right. So what did you do with the £5,500 that arrived back in your disappeared.
bank account? 7 The website offered instant riches, the prospect of which
R: I invested it in the high-stakes fund, of course. I wanted to invest as
was very appealing.
much as possible, so I decided to borrow £20,000 from the bank to
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10 Give Ss a few minutes to prepare their information. Monitor take some of it, as part of their efforts to make you think everything’s
Unit 7
and help with vocabulary where necessary, writing any new above board, in which case I’d obviously urge you to withdraw as
much as possible.
words and phrases on the board. When they are ready, put Ss in
P: Good point. So that’s a good first step, immediately after which,
pairs to discuss their experiences. Encourage Ss to ask follow-up
presumably, you should contact the police.
questions to find out more information. When they have finished, Y: Absolutely. Some people feel guilty about contacting the police
ask a few Ss to share any interesting information they found out about something they’re not 100 percent sure of, so they keep their
about their partner with the class. suspicions to themselves. They assume the police will demand
proof of a crime, or that they’ll be angry if it all turns out to be a
silly misunderstanding. But it’s absolutely vital that you share your
concerns with the police immediately, no matter how far-fetched
Stronger classes could read the notes at home. Otherwise, they seem to you.
check the notes with Ss. In each exercise, elicit the first P: OK, great. So is there anything else that victims of scams need to be
answer as an example. Ss work individually to complete the aware of?
exercises, then check their answers in pairs. In feedback, elicit Y: Yes. They need to be especially careful of so-called follow-up scams,
which involve the scammers preying on the same victims a second
Ss’ answers and drill the questions. Ss can refer to the notes
time. For example, you might report a scam to the police, a few days
to help them.
after which you get a phone call purporting to be from a police officer
Answers: or a lawyer who specialises in helping victims of scams. But of course,
the person you’re speaking to is actually one of the scammers.
1 1 I need something I can fix this picture to the wall with.
P: I don’t understand. Why would they contact you again?
(More formal: … something with which …) Y: Well, think about it. They already have a lot of your personal details,
2 I was trying to help, instead of which I think I made the from the first scam, which they’re able to drop into their later
situation worse. conversations to lull you into a false sense of security. And once
3 Are there any gadgets you can’t imagine living without? they’ve gained your trust, they might persuade you to hand over the
(More formal: … gadgets without which …) original documents that prove the scam took place, or even some
4 It was raining heavily, despite which I decided to go for more money. They’ll know you’re desperate for any rays of hope of
recovering your cash, so they might offer to help you – in exchange
a run.
for an up-front fee, of course.
5 We need some kind of cabinet we can put the TV on top of. P: Oh dear. That sounds alarming. So I guess the key is to keep your wits
(More formal: … cabinet on top of which …) about you at all times.
6 Is there anything you have a particular talent for? Y: Absolutely.
(More formal: … anything for which …)
2 1 by which time
Speak
2 three weeks after which
3 the purpose of which / whose purpose 12a Put Ss in A/B pairs and go through the instructions with
4 the remains of which them. Ss practise their roleplays. Monitor and make notes on Ss’
5 a few of which language use for later feedback.
b Ask Ss to swap roles and repeat the activity. When they have
finished, ask a few pairs to share the advice they gave with the
Further practice
class, then give Ss feedback on their language use as a class.
7B Language focus 2, p225 Reflection on learning
App: 7B Grammar practice 1 and 2 Write the following questions on the board:
What new information did you learn about relative clauses in
today’s lesson?
Speaking What vocabulary was most useful? Why?
Prepare Put Ss in pairs to discuss the questions. When they have
11 7.11Tell Ss that they’re going to listen to the end of the finished, ask if anyone wants to share their ideas with the
programme they listened to in Ex 6. Ss listen and answer the class, but don’t force them to if they’d rather not.
question individually, then compare their answers in pairs. Check
the answer with the class. Homework ideas
Answers: Reflection on learning: Ss write their answers.

Avoid handing over any more money, withdraw as much money Language bank: 7B Ex 1–2, p159
as possible, contact the police, be careful of follow-up scams Workbook: Exs 1–5, p53
Audioscript 7.11
P: OK, so we’ve heard from six listeners now, all of whom have fallen Fast route: continue to Lesson 7C
victim to some kind of financial scam. How would you sum up your Extended route: go to p118 to Master your reading
advice in situations like this, Detective Inspector Yeats?
Y: Well, I’d say if there’s the slightest doubt in your mind about
something you’ve invested your money in, then before anything
else, you need to avoid handing over any more money. And that’s
much easier said than done – scammers can be very persuasive at
extracting more and more money from people they’ve already taken
money from.
P: Aha, yes. So don’t pay in any more money, and instead try to
withdraw your money as soon as you get suspicious.
Y: Yes, absolutely. Of course, the scammers are unlikely to allow you
to withdraw all of your money, but they might at least allow you to
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5 Read the example with the class, then put Ss in pairs to discuss
Unit 7
7C Skills for life their skills and abilities. When they have finished, elicit answers
from a few pairs.
Further practice
Introduction
The goal of this lesson is for Ss to discuss skills and abilities. App: 7C Vocabulary practice 1 and 2
To help them achieve this, they will learn or revise reduced
relative clauses and similar structures and vocabulary related to
skills and abilities. Language focus
Reduced relative clauses and similar structures
Warm up
6a Give Ss a few minutes to read the language focus box and ask
Tell the class about a skill you’ve learnt (preferably recently). you any questions they have. Ss match the examples in the blog
Include information on what it was, why you wanted to learn it post with the points in the box individually, then check in pairs.
and what techniques you used to learn it. Give Ss a few minutes to Check answers in pairs.
think of skills they’ve learnt and make notes on the details. When
they are ready, put them in small groups to share their information. Answers: 1 b 2 d 3 b 4 b 5 b 6 a 7 c 8 a 9 d
b Elicit the first answer as an example and write it on the board.

Reading Ss write the rest of the relative clauses individually, then check in
1 Focus attention on the photos and elicit what Ss can see. Read
the examples with the class, then put Ss in small groups to make
Answers:
their lists. With stronger classes, you could ask them to make a
1 people who we must meet
list of at least ten skills. When they have finished, elicit Ss’ ideas
2 a full-time friend, who is available 24/7
and write them on the board.
3 a shoulder that they can cry on
Optional alternative activity 4 No time when you can go shopping
5 an app that can choose your groceries for you
Put Ss in groups to make their lists. When they have finished, ask 6 a hot meal which is delivered to your door
a student from each group to come to the board and make sure 7 instant meals which are from supermarkets
they don’t take their lists with them. Ask the other group members 8 the money that has been spent on a takeaway
to call out the items on their lists to the student from their group 9 the skills that are most vital for us to preserve
at the board for them to write. You could play some background
music at this point to encourage them to speak clearly and listen 7a 7.12 Ss listen to the paragraph and answer the question.
carefully, adding an element of challenge. Check the answer with the class and discuss why the pause is
included.
2 Ss read the blog post and identify the skills mentioned
individually, then check in pairs. Check answers with the class and Answers: a full-time friend, available 24/7: The fact that
tick any of their ideas from Ex 1 on the board that are mentioned. you’re available 24/7 is extra information. The sentence would
still make sense without the adjectival phrase.
Answer: shopping, washing and ironing, repairing a puncture
on a bike, cooking (with fresh ingredients), changing a light bulb, b 7.13 Read the sentences and questions with the class so
filling out a tax return they know what to listen for. Ss listen then discuss the questions
Ss’ ideas and find out if others agree. Answers:
1 In the version with no pause/comma, the speaker’s dream
Vocabulary is to work at home as a full-time writer. In the version with a
pause/comma, the speaker’s dream is to be a full-time writer,
Skills and abilities the possibility of working home is not central to that dream.
4 Focus attention on the comments on the blog post and give Ss 2 In the version with no pause/comma, the speaker prefers
a couple of minutes to read through them. Ss use the expressions home deliveries of takeaway food, rather than picking up the
in bold to answer the questions individually, then check in pairs. food from the restaurant. In the version with a pause/comma,
Check answers with the class. the speaker prefers takeaway food rather than home-cooked
food. The fact that it is delivered to his/her door is an added
Answers: benefit.
1 an aptitude for, innate ability, savvy, accomplished, adept at,
a natural c Ss practise saying the sentences in pairs. When they have
2 can turn my hand to, could get by, proficient at finished, ask a few Ss to say them for the class.
3 all-rounder, versatile 8 Read the example with the class. Ss shorten the clauses
4 rusty, novice, learn the basics individually, then check in pairs. Check answers with the class.
5 out of my depth, totally incompetent, clueless,
computer illiterate, inept Answers: 1 cooked by a top chef 2 to do at the weekend
3 expecting this to be easy 4 to fix my bike with
5 developed in early life 6 full of good tips and ideas
7 run by a famous DIY guy 8 written for experts
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type of soup every day? I can try soups from around the world and
Unit 7
LANGUAGE BANK 7C pp.158–159 broaden my horizons, instead of eating the same soup all the time.
Stronger classes could read the notes at home. Otherwise, S: OK. Fair enough. But I think the point is: aren’t you in danger of losing
check the notes with Ss, especially when not to use reduced the vital skill of cooking? I mean, what would happen if you found
relative clauses. In each exercise, elicit the first answer as an yourself in the middle of nowhere for a week, far from any takeaway
deliveries? You’d be in serious trouble.
K: Well, for starters, that’s not very likely, is it? And secondly, if that did
check their answers in pairs. In feedback, elicit Ss’ answers. happen, I’d just go online and search for a ‘how to make soup’ video.
Ss can refer to the notes to help them. I think I’d survive, Shanika.
S: OK, point taken. So do you think this trend for going back to basics is
Answers:
all nonsense?
1 1 belonging to the museum K: No, not completely. On the plus side, it’s good to be aware of these
2 Can’t be changed: different subjects. issues so we can make informed decisions. I mean, it’s good to be
3 not wanting to attend the event reminded that you can do things for yourself if necessary. But it’s not
4 derived from the Greek, logos. something to worry about too much. I mean, I have all sorts of ‘vital’
5 holding a sign with your name skills that other people lack. I can set up a spreadsheet to track my
6 being used at the time taxes, so I’m not totally incompetent! I think some of these online
writers are just showing off: ‘Look at me, I can do things that you
2 1 We’re staying at the Palace Hotel, designed by a local
can’t do.’ Well, so what? So can everybody. What they also forget is …
architect.
2 Please remember to bring any documents necessary for
your journey. Optional extra activity
3 Prince’s Park, near the city centre, is my favourite place Write the following questions on the board:
to relax. What new skills would you like to learn? What’s stopping you from
4 The candidate, feeling nervous throughout the interview, developing these skills (e.g. lack of time/money/space/equipment )?
answered the questions hesitantly. What are some gaps in your own skill set? Do you think you could
5 The money currently being spent renovating the road pick up those skills in an emergency (e.g. by watching online
should be spent on more trains. videos)?
Ss discuss the questions in pairs. When they have finished, ask a
Further practice few Ss to share their ideas with the class.
7C Language focus 2, p228 10a Put Ss in pairs to choose or think of a skill and make notes.
App: 7C Grammar practice 1 and 2 Monitor and help with vocabulary where necessary, writing any
b Ss discuss the questions in the same pairs.
Speaking
Speak
Prepare
11 Put two pairs together to present their ideas to each other and
9 7.14Give Ss a minute to read the statements, then play discuss whether or not they agree with the conclusions. Monitor
the recording for Ss to say who expresses each opinion. Check and make notes on Ss’ language use for later feedback. When they
answers with the class. have finished, ask a few Ss to summarise what they heard to the
class. Give Ss feedback on their language use as a class.
Answers: 1 K 2 S 3 S 4 K
Audioscript 7.14
If you have a smaller class and/or enough time, pairs can present
S: Hi there. This is Shanika with today’s edition of the ‘Modern Issues’ their ideas to the class. Other Ss listen and then vote for the most
podcast. Today, we’re going to be talking about a topic causing quite convincing arguments.
a stir on social media this week – the idea that today’s young adults
have such busy lives that they’re losing vital skills – like the ability
to cook a meal, fix a puncture or even find their way around without Reflection on learning
GPS. As always, I’m joined by Kasem, who I hope has plenty to say on
this hot topic. Kasem, are you a good cook? Write the following questions on the board:
K: Not by any stretch of the imagination, to be honest. I can make How confident do you feel using reduced relative clauses and
toast, and I’ll make a cheese sandwich from time to time, but other similar structures?
than that, I’m a bumbling idiot in the kitchen. I eat out pretty much What can you do to practise them further?
every day.
S: So you must spend a fortune on pre-cooked food.
K: Well, a fair amount, yes. But I also save a fortune. You see, I live alone finished, ask if anyone wants to share their ideas with the
and I rent a flat in a pretty expensive part of the city, but I save a lot class, but don’t force them to if they’d rather not.
of money by not having a kitchen. As it is, I just have a kettle and a
toaster in my bedroom.
Homework ideas
S: And that’s all? Wow! That’s unusual.
K: Well, it’s actually becoming increasingly common. The other day, Reflection on learning: Ss write their answers.
I read a blog post about how easy it is to cook vegetable soup for a Language bank: 7C Ex 1–2, p159
family of ten for a week, which is great, but it kind of assumes that Workbook: Exs 1–5, p54
you have access to a cooker, a huge pot to make the soup in, and all
the utensils to make it with. Not to mention a huge freezer to store
all that soup before it goes off!
S: Hmm, I’d never thought of that. Fast route: continue to Lesson 7D
K: And, I might add, even if I somehow managed to make seventy
portions of soup, don’t you think I’d get sick of eating it every day for
months? Doesn’t it make much more sense for me to buy a different
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Unit 7
Suggested answers:
7D English in action 1 For the speakers: The skill of presenting an opinion even
when it’s not your personal opinion, the skill of persuasion
through logical arguments, the skill of listening carefully
Introduction in order to respond to other people’s arguments, the
skill of ‘thinking on your feet’ in order to come up with
The goal of this lesson is for Ss to practise chairing and
counterarguments, etc.
participating in a debate. To help them achieve this, they will
For the audience: the skill of listening with an open
learn phrases for chairing and participating in a debate, as well as
mind and being prepared to change your mind, the skill of
vocabulary related to debates.
separating the substance of an argument from the way it is
presented – and evaluating each aspect separately.
Warm up 2 Because if you focus only on the substance, you’ll already
Write the following questions on the board: have your own opinion before you start and you’re unlikely to
How important is tourism to your country? be swayed by the speaker’s arguments. By focusing on their
Which parts of your country are most popular with tourists? skills, both sides have a fair chance of winning your vote.
Do tourists get to see the real countries they visit?
Ss discuss the questions in pairs. Listening
4a Focus attention on the photo and elicit what Ss can see.
Vocabulary Read the motion with the class, then put Ss in pairs to think of
arguments. Monitor and help with ideas and vocabulary where
Debates necessary, writing any new words and phrases on the board. When
1 Read the example with the class, then put Ss in pairs to think they have finished, elicit ideas from the class.
of the situations in which the people in the box might argue for
b 7.15 Ss listen to the beginning of the debate and note the
something they don’t believe in and to discuss whether they have
arguments that the speaker makes, then compare their answers
ever had to do this. When they have finished, elicit answers from a
in pairs. In feedback, elicit the arguments made and check if Ss
few pairs and have a brief class discussion.
mentioned any of these in Ex 4a.
Suggested answers:
Answers: Tourists get in everybody’s way all the time, the
1 A lawyer might have to defend a client in court, despite
tourism industry is slowly driving all the locals out of town,
suspecting that the client is guilty.
tourists cause immense physical damage to the city
A business manager might have to enforce company rules
(e.g. to discipline an employee) even if he/she disagrees with
Audioscript 7. 15
those rules.
A parent might persuade his/her children not to do certain Mia: Good evening, and thank you all for coming. Tonight we are
things (e.g. eat junk food, watch too much TV) even though debating the motion that ‘Tourism is bad for our city and should
be discouraged’. Without further ado, let me introduce the first
he/she secretly enjoys those things himself/herself.
speaker, Matteo Colombo, who will be proposing the motion.
A politician might have to defend and justify his/her party’s
Matteo, as you know, you have two minutes to present your
official policy, even though he/she personally disagrees initial arguments. I’d like to remind the audience that there may
with it. be no interruptions during this part of the debate; there will be
A salesperson might have to sell goods and services that he/ a chance to ask questions after all the speakers have presented
she knows aren’t as good as they seem. their arguments and counterarguments. Matteo, your allotted
A student might have to present arguments in an essay or a two minutes start now.
Matteo: Thank you, Mia. Ladies and gentlemen, over the past few
debate, regardless of what he/she actually thinks of those
years, tourists have well and truly taken over our city centre.
arguments. Our pavements seem to be permanently blocked by hordes of
tourists taking selfies and trying to work out where they are;
2a With weaker classes, go through the words and phrases our residential areas have become a wasteland for locals, with
in bold with the class first, checking understanding. Ss order the schools, corner shops and other essential services replaced
stages individually, then compare answers in pairs. Check answers by short-stay bed-and-breakfasts; and our city’s priceless
with the class. architectural treasures are crumbling under the strain of too
many feet, too much pollution and too little respect from our
unwelcome visitors.
Answers: The correct order is e, c, g, f, a, d, b.
That’s why I firmly believe that tourism should be discouraged,
if not banned altogether. I’d like to present my case by drawing
b Read the example with the class. Ss match the words and your attention to three irrefutable facts. Firstly, tourists
phrases in bold with the definitions individually, then check in simply get in everybody’s way all the time. I’m sure you’ve
pairs. Check answers with the class. all experienced the frustration of racing to get to work or
college, only to find your way blocked by a herd of slow-moving
Answers: 1 show of hands 2 from the floor 3 motion sightseers. They clog up the pavements; they take over the
city’s parks and squares; they even wander into the roads. They
4 rhetorical skills 5 refute 6 substance 7 ground rules
seem to have no conception that this is a living city, where
8 eloquently and coherently 9 chair people have to move around to make a living. For them, it’s just
10 rebuttals and counterarguments 11 sway a museum, a photo opportunity, a place to tick off their bucket
list before moving on to the next place.
3 Ss discuss the questions in pairs. Encourage them to use the Secondly, there’s the fact that the tourism industry is slowly
vocabulary in Ex 2 in their answers. When they have finished, elicit driving all the locals out of town. There are now some blocks
Ss’ answers and have a brief class discussion. where every single flat has become a short-stay B&B. That
means there are not enough children left to justify keeping
the schools open, so they close. There aren’t enough locals to
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frequent normal shops and services like butchers, greengrocers b Put Ss in pairs to discuss the question. Elicit the answer from
Unit 7
and hairdressers, so they move out too, to be replaced by yet the class, feeding in the information from the Pronunciation
more overpriced restaurants and tacky souvenir shops. And so
checkpoint if necessary.
the process continues: as more and more long-term residents
leave, and prices skyrocket, so the few remaining locals come
under greater and greater pressure to follow suit. Pronunciation checkpoint
Finally, I’d like to point out that tourists cause immense physical ‘Power pauses’, like the ones in Ex 8a give the audience
damage to the city. Just think of the effect of all those millions time to predict what you’re going to say next, creating the
of feet wearing down the stone steps and floors of the castle;
subconscious impression that they share your opinions.
think about the state of our 600-year-old wooden bridge,
which I’m amazed hasn’t yet given way under the strain of all
those visitors. More to the point, what about all the pollution 9a Put Ss in pairs to prepare their arguments and where they
caused by the planes and cruise ships bringing all those will use power pauses. Monitor and help with vocabulary where
tourists to the city, as well as the taxis and sightseeing buses necessary, writing any new words and phrases on the board.
ferrying them around while they’re here? And what of the
b Put pairs together to practise presenting their arguments.
vandalism, littering and other mindless damage caused when
the city is filled with people with no respect for its rich heritage When they have finished, ask a few Ss to present their points to
– or for its long-suffering residents? the class.
So, to sum up, tourists are …
Mia: Sorry, Matteo, but you’ve reached the end of your time limit.
Thank you for those ideas. I’d now like to hand over to our
Speaking
second speaker, Angelina Esposito, who is going to present her
10a Arrange Ss in groups of 3 or 5 depending on the size of your
team’s arguments against the motion. Angelina, you have two
class and ask them to choose one of the motions to debate.
minutes, starting … now.
b Ss allocate the roles within their groups. Direct Student A to
page 184 for the procedure for chairing a debate.
5 Go through the list of rhetorical techniques with the class and
c Give Ss time to plan their arguments. Monitor and help where
check understanding. Ss match the extracts with the techniques
necessary.
with the class. 11 Ss carry out the debates in their groups. Monitor and make
notes on Ss’ language use for later class feedback. When they
Answers: have finished, ask the chair of each group to summarise their
a 1 (our city centre) debate for the class and give details of any conclusions reached.
b 1 (Our residential areas), 2 (a wasteland ), 6 (schools, corner Give Ss feedback on their language use as a class.
shops and other essential services)
c 2 (a herd), 3 (I’m sure you’ve all experienced …)
d 1 (For them, it’s just …), 6 (a museum, a photo opportunity, As an extension, Ss could repeat the debate with a different topic.
a place to tick off their bucket list )
e 2 (overpriced, tacky)
f 2 (prices skyrocket ), 4 (more and more long-term residents,
greater and greater pressure) Write the following questions on the board:
g 1 (our 600-year-old wooden bridge), 3 (Think about …) How confident do you feel chairing or taking part in
h 5 (What about … ? ) debates now?
i 1 (people with no respect … long-suffering residents), What language helped you the most in today’s lesson?
2 (mindless damage), 6 (vandalism, littering and other Put Ss in pairs to discuss the questions. When they have
mindless damage), 5 (And what of … ? ) finished, ask if anyone wants to share their ideas with the
6 Ss categorise the Useful phrases individually, then check in
pairs. Check answers with the class. Homework ideas
Answers: Workbook: Exs 1–4, p55

Chair: Thank you all for coming.; Tonight, we are debating the App: grammar, vocabulary and pronunciation practice
motion that … ; Without further ado, let me introduce the first
Roadmap video
speaker.; I’d like to remind the audience that … ; Your allotted two
minutes start now. Go online for the Roadmap video and worksheet.
Debater: Finally, I’d like to point out that … ; That’s why I firmly
believe that … ; I’d like to present my case by drawing your
attention to … ; To sum up, … ; Secondly, there’s the fact that … ;
I’m sure you’ve all experienced …

answers from a few pairs and have a brief class discussion.
8a 7.16 Ss read the extracts and identify the pauses
individually, then compare their answers in pairs. Play the
recording for Ss to check their answers, then check answers with
the class.
Answers: 1 respect … from 2 believe … that

3 three … irrefutable 4 conception … that
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the world on social media means that we can befriend people from
Unit 7
7A Master your listening all walks of life from the comfort of our own homes without a flight
involved at all.
I: Yes, Ellis, but what about getting away from it all? I mean, have you
ever tried having a holiday in England? It rains 50 weeks a year and … .
Introduction
Ss develop the listening skill of understanding a debate by 3a 7.7 Give Ss time to read the Focus box and answer any
learning how to recognise digression. questions they have. Ss listen to the extracts and decide who
digresses. Check answers with the class.
Warm up
Answers: 1 E 2 I 3 E
Write on the board camping, staying in a hotel, staying in an
apartment. Put Ss in pairs to brainstorm as much vocabulary as Audioscript 7.7
they can related to each type of travel (e.g. tent, self-catering,
1
check in, etc.). When they have finished, elicit their ideas and write
E: Often it’s just a way of achieving social media bragging rights.
them on the board. P: What do you mean by that?
E: The chance to show off about how interesting our lives are, ooh look
here’s me looking happy on the beach while you’re at work. Anyhow,
discuss the question in pairs. When they have finished, elicit Ss’ getting back to my original point, we don’t need to travel, and if we
ideas and have a brief class discussion. don’t need to do it, then we shouldn’t for the sake of our planet.
2a 7.5 Ss listen to the introduction to the debate and answer 2
the questions, then compare their answers in pairs. Check P: Imogen, let’s bring you in here – does Ellis make a valid point?
answers with the class. I: Yes, although he makes it somewhat hypocritically given that he’s
been a travel writer for years! Anyhow, yes, he does make a valid
Answers: Air travel is being discussed, in light of the current point, but perhaps too forcefully, and he ignores the benefits of travel.
concerns about climate change. 3
I: Er … well, for one, we get to meet people we wouldn’t normally meet.
By doing that we can judge them for ourselves and reject some
Audioscript 7.5
of those negative stereotypes that are bandied about and often
J: Welcome to this week’s five-minute debate, where we’ll be reinforced by the media.
discussing whether, with the current concerns about climate change, E: Well, yes, Imogen, stereotypes can certainly be harmful, but going
it’s time for us all to give up air travel. With me to give their views are back to what I was saying before, we’ve got an environmental
travel bloggers Ellis King and Imogen Lee. calamity on our hands right now, and I don’t think cultural exchange
is a good enough reason to justify such damage to the planet.
b Go through the statements with the class and check

understanding. Ss discuss them in pairs. When they have finished, b Give Ss time to read the information. Elicit Ss’ ideas as a class.
elicit Ss’ answers and have a brief class discussion. Ss then listen and note the topic change, then compare their
c 7.6 Ss listen to the first part of the debate and match the
speakers with the statements, then compare their answers in
Answers:
1 We should travel less to help the planet.
Answers: 1 E 2 I 3 E 2 He is only partly right. / There are benefits to travel.
3 Travelling to meet people from different cultures can no
longer be justified.
Audioscript 7.6
P: So, Ellis, are we all travelling by plane too much? 4a 7.8 Tell Ss that they are going to hear the second part
E: Well, the short answer is yes. There’s clear data to show that air of the debate but first they are going to make some predictions
travel is a key contributor to global warming, and most air travel is
about what they might hear. Give Ss a minute to read the
totally unnecessary. Often it’s just a way of achieving social media
bragging rights. statements and predict whether they are true or false either
P: What do you mean by that? individually or in pairs. Elicit their ideas, but don’t give any answers
E: The chance to show off about how interesting our lives are, ooh look yet. Play the recording for Ss to check their answers, then check
here’s me looking happy on the beach while you’re at work. Anyhow, answers with the class.
getting back to my original point, we don’t need to travel, and if we
don’t need to do it, then we shouldn’t for the sake of our planet. Answers: 1 T 2 F 3 T 4 F 5 F 6 T
P: Imogen, let’s bring you in here – does Ellis make a valid point?
E: Yes, although he makes it somewhat hypocritically given that he’s
been a travel writer for years! Anyhow, yes, he does make a valid Audioscript 7.8
point, but perhaps too forcefully, and he ignores the benefits of travel. E: In the end, Imogen, it’s about weighing things up. It’s time we
P: Which are? admitted that the joy of travelling doesn’t actually outweigh the
I: Er … well, for one, we get to meet people we wouldn’t normally meet. harm it causes the planet in most cases.
By doing that we can judge them for ourselves and reject some I: But that’s easy for you to say when you’ve had the opportunity to
of those negative stereotypes that are bandied about and often travel all over the place already. Just because you’ve been there
reinforced by the media. and done that doesn’t mean it’s fair to take away other people’s
E: Well, yes, Imogen, stereotypes can certainly be harmful, but going opportunities to travel, especially the younger generation.
back to what I was saying before, we’ve got an environmental E: The younger generation experience things differently to my
calamity on our hands right now, and I don’t think cultural exchange generation. It’s all about social media and sharing their lives with
is a good enough reason to justify such damage to the planet. others that way.
Anyhow, now that we communicate more online, there’s no need to I: That’s not the point. The point is that young people today really value
travel to have some kind of revelation that our biases towards people experiences no matter who they share them with. We can’t say they
are often wrong and that humans are all the same deep down – should never travel.
which of course we are. The fact that we can reach people all over
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E: I wouldn’t want to take away their opportunities to travel completely.
Unit 7
They do need to discover things for themselves. However, I would call

on people who are seasoned travellers like me to reflect on the real
7B Master your reading
reasons why they travel by air. Is it because they truly enjoy it or is it
out of habit?
P: Are you saying that people become desensitised to travelling? Introduction
E: Yes, I am. Remember that excitement you felt in the pit of your
stomach the day before you were going to head off to sunnier climes? Ss develop the reading skill of understanding correspondence by
Compare them to the dread you feel now when you know you’ve got learning how to identify a writer’s tone.
to get on a plane or the complete apathy you feel about being in a
different country. People shouldn’t travel if they feel that way.
I: I think the buzz of travelling has probably been the best buzz of my
Warm up
life. There’s nothing else like it. Write the following questions on the board:
E: It’s nice you still feel that way, but what do you say to my point,
What kind of spam emails do you receive?
Imogen? Should we stop travelling if it’s become a chore and is no
longer exciting? Because I have.
Are any of these intended to defraud you? If so, how would
I: Yeah, in this situation, it’s best to consider whether the effects it’ll they work?
have on our planet outweigh the benefits you’ll derive. Ss discuss the questions in pairs.
E: Good, thanks. So, we agree on something then!
P: Travel for me is often about a break rather than some kind of 1 Focus attention on the photo and elicit what Ss can see. Ss
educational experience. If I stay at home during time off, it’s discuss the questions in pairs. In feedback, elicit their ideas and
inevitable that I’ll end up doing some kind of work. It’s just so hard have a brief class discussion.
to switch off. That’s why I can’t help but think that travel is actually
2a Ss read David’s email then discuss the question in pairs. Elicit
underrated. I mean, after a change in scenery and routine, even for
just a few days, I can come back feeling so energised that it’ll carry the answer and find out if others agree.
me through the next few months of work. What do you both think
about that? Suggested answer:
I: Travel is great at alleviating stress. A legal letter is usually formal in tone. Attention Kindest Sir! is
E: I think two things – one, why don’t you go on holiday locally, and two, not a conventional formal greeting. The use of an exclamation
what about the mountain of work you have to get done before you mark is informal. hunted the entire Earth high and low, crazy
travel and the hundreds of emails you have to reply to when you get
wealth and Message me immediately are too informal. AT ONCE
back? Or the endless queues at the airport? The thousands of other
people crammed into the tourist spot you’re visiting? The fight for a is too direct for a polite, formal email.
seat at the pool? Don’t tell me it’s all about relaxation.
I: I think you need to find a different travel agent, Ellis! b Ss read Michael’s reply and the Focus box, then answer the
E: But that’s the reality for a lot of tourists and it suits some people questions in pairs.
perfectly but it doesn’t suit everyone. 3 Ss categorise the sentences individually, then check in pairs.
P: Our time is nearly up, Imogen do you want to come back to that?
I: Sure. I think Ellis makes some interesting points. I still feel it’s a great
thing to do, if done in a way that takes the cost to the environment
into consideration. Answers: 1 M 2 F 3 I 4 M 5 M 6 F 7 I
P: Ellis?
E: We need to think carefully before we get on a plane, because there’s 4a Ss read the rest of the correspondence and answer the
a price to be paid every time we do. question. Check the answer with the class.
b Ss listen again and answer the questions, then compare their Answer: David is unsuccessful.
b Ss match the parts of correspondence with the writer’s tone
Answers: individually, then check in pairs. Check answers with the class.
1 Ellis says that the younger generation experience things
differently rather than addressing Imogen’s point. He may do Answers: 1 e 2 d 3 a 4 g 5 c 6 b 7 h 8 f
this to move away from her point or he may simply feel this is
a point he wants to make. 5a Read the example with the class, then ask Ss to think about
2 Imogen talks about how the best buzz she’s experienced the ways in which each tone helps David. When they are ready, put
is the buzz of travelling rather than addressing Ellis’s point. Ss in pairs to compare their ideas. Check answers with the class.
She may do this simply because she wants to impress how
Answers:
amazing she thinks travelling can be.
Urgent (3) – push Michael into action before he realises it’s a con.
3 Imogen replies with a joke about how he needs a different
Frustration (5) – push Michael into action (although it also
travel agent. She does this to make a joke.
reveals the writer’s true colours so is not helping him achieve
his goal)
5 Ss discuss the questions in groups, justifying their arguments.
Optimistic (2) – make it seem as if everything will work out
When they have finished, ask Ss to share their answers with
well and easily
the class.
Affectionate (1) – make Michael seem important, create a
Optional alternative activity connection
Defensive (7) – trying to persuade Michael that his intentions
Ask Ss to digress at least twice during their discussion and bring
are good
the conversation back to their point when other members of their
group digress.
Homework ideas
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b Read the example with the class. Ss find the inconsistencies
Unit 7
individually then check in pairs. Check answers with the class. 7C Master your writing
Answer: Dearest Michael is not a formal greeting. The use of
less formal expressions such as loads of, got the wrong end of
the stick, getting rid of any chance and To cut a long story short
Introduction
are inappropriate in formal correspondence. Ss develop the skill of writing a review by learning how to create
vivid imagery.
6a Ss either answer the questions individually then check in
pairs, or discuss them in pairs. Check answers with the class. Warm up
Answers: Review the vocabulary from Lesson 7C with a team game. Arrange
1 He wants to emphasise the urgency of sending money now Ss in teams. Each turn, read out one of the words or phrases from
so he can receive the money as soon as he can. This probably the lesson, e.g. out of my depth. The first team to come up with
reduces the chances that the recipient thinks through the a correct sentence with that word or phrase scores a point. The
decision. team with the most points at the end wins.
2 Michael is making fun of David. 1a Focus attention on the photos and ask Ss to name as many
3 He perhaps wants to have fun at David’s expense or to give apps as they can (without looking at their phones). Ss discuss the
David a taste of his own medicine. He may want to take up questions in pairs. When they have finished, elicit Ss’ answers and
David’s time so he doesn’t have the opportunity to scam other have a brief class discussion.
people.
b Ss read the blurbs and choose which one they’d most like to try.
4 Perhaps when Michael suggests that David is in a rush to get
Elicit answers and reasons from a few Ss.
the money or when he receives Michael’s penultimate email.
2a Ss read the app review and answer the questions individually,
It could be that David doesn’t realise it’s a joke and believes
Michael really is heading to the Bahamas.
Answer:
b Ss find the words and phrases that match the definitions
Positive points: free one-month trial, FAQ section, easy
individually, then check in pairs. Check answers with the class
registration, recommendations list, number of courses on offer
and be prepared to give further explanations and examples if
(but see negative points too), courses created by experts,
necessary.
courses vetted by the owners, the community space where
collaboration occurs
Answers:
Negative points: hard to cancel your subscription, very difficult
1 came out of the blue
to get support from a real living person, occasional strange
2 get the ball rolling, get cracking
recommendations, overwhelming choice of courses
3 red tape
Overall recommendation: would recommend it but use the
4 cost me an arm and a leg
free trial to check it out and then make sure you cancel the
5 got the wrong end of the stick
subscription if you don’t want it
6 save you the bother
7 reverts
b Ss read the review again and order the information individually,
8 pain in the neck
Answers: The correct order is d, c, f, b, a, e.
elicit ideas from a few Ss and find out if others agree.
Optional extra activity c Ss tick the styles the writer uses, then check in pairs. Check
As an extension, you could find a video on the topic of ‘scam
baiting’ to show the class and discuss their reactions. Answers:
The writer addresses the reader directly and uses language to
Homework ideas
bring images to life.
Workbook: Exs 1–5, pp.56–57 The language used tends to be neutral and sometimes a little
less formal, rather than formal or technical.
The writer uses a mixture of longer and shorter sentences.
3 Give Ss time to read the Focus box or read through it with the
class. Answer any questions Ss have then ask them to categorise
the expressions individually. Check answers with the class.
Answers:
Metaphor: 4, 5 Simile: 1, 3, 6 Personification: 2
1 negative 2 neutral 3 positive 4 positive 5 positive
6 negative
4a Ss choose the more vivid sentences individually, then compare

ideas in pairs. Check answers with the class.
Answers: 1 a 2 b 3 b 4 a
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b Ss discuss the question in pairs. Check answers with the class.
Unit 7
Answers: 1 negative 2 negative 3 negative 4 positive
5a Read the example with the class, then ask Ss to complete the
sentences individually. Encourage Ss to be creative.
Suggested answers:
1 a cup of coffee 2 swim in a sea of sharks 3 ABC 4 silk
5 Don’t bother with me. I’m boring!
Suggested answers to 3 and 4 are common expressions.
Ss could look these up online (e.g. type as smooth as into a
search engine to see what comes up).
b Ss compare ideas in pairs. When they have finished, ask them to

share their ideas with the class. You could hold a class vote for the
best answer in each case.
Prepare
6a Ss choose an app and make notes. Monitor and help with
on the board.
b Refer Ss back to Ex 2b to help them, then ask Ss to organise
their notes individually.
c Ss think of ways of using imagery and make notes. Monitor and
offer help where necessary.
Write
7a Ss write their reviews. Monitor and check how Ss are using
imagery.
b Ss review their texts, using the questions to guide them.
c Put Ss in pairs to swap reviews and answer the questions. Ss
could also give each other feedback on their review, highlighting
any imagery used and saying how effective they felt it was. Ss
could then write a final draft in class or for homework.
Homework ideas
Ex 7c: Ss write a final draft of their review.
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Unit 8
8A We all do it
The goal of this lesson is for Ss to carry out a survey. To help them
achieve this, they will learn or revise language for describing
habits and compulsions and idioms related to feelings.
8A We all do it
Goal | carry out a survey Warm up
Language focus | describing habits and compulsions
Think of when you have learnt a language and share any quirky
Vocabulary | idioms related to feelings
or strange things you did to help, e.g. using post-it notes to label
all the things in your house in the target language or practising
Can answer questions in a survey using linguistically
complex language speaking with strangers. Give Ss a couple of minutes to think of
any strange techniques they’ve used to learn a language, then put
8B Pivotal moments them in small groups to share their ideas.
Goal | describe a pivotal moment in your life
Language focus | the future in the past
Vocabulary | decision making and reflection
Listening
Can tell a detailed anecdote using linguistically complex 1 Focus attention on the pictures and elicit what Ss can see.
language Explain that the social media posts describe strange things
8C Urban survival people do that everyone else probably does too. You may want
Goal | create a list of survival tips to pre-teach sneaky, dextrous and vendetta. Ss read the posts,
Language focus | emphasising advice then discuss the questions in pairs. When they have finished, elicit
Vocabulary | idioms related to risk answers from the class, along with any other strange things they
GSE learning objective can think of.
Can give detailed advice on a wide range of subjects using
2a 8.1 Tell the class that they’re going to listen to eight
linguistically complex language
people talking about the strange things they do and that they’ll
8D English in action mention new things (i.e. things not mentioned in the social media
Goal | deal with problems on a call posts). Ss listen and make notes, then compare their answers in
Vocabulary | making a call
Can deal with problems on the phone using a range of Answer:
linguistic devices
1 He pretends to check his phone when he’s in a lift with other
Roadmap video people.
Go online for the Roadmap video and worksheet. 2 She says sorry when it’s not her fault.
Check and reflect 3 She’s forever deleting and reinstalling social media apps on
Review exercises and communicative activities to practise the her phone.
grammar and vocabulary from Units 7 and 8. 4 He has imaginary conversations in his head then realises he’s
been saying them out loud.
VOCABULARY BANK 5 When she trips or stumbles in the street she looks angrily at
the ground.
8A Emotions and personality
6 He listens to music while walking down the street and
8B Noun forms pretends he’s in a movie.
7 She turns down her music when she’s driving and a police car
MASTER YOUR SKILLS
comes nearby and puts a weird expression on her face.
8A Master your reading 8 She has an overwhelming urge to drop her phone when she’s
Goal | understand an authenic novel somewhere high.
Focus | recognising humour
GSE learning objective Audioscript 8.1
Can understand long and linguistically complex factual and
literary texts, appreciating distinctions of style 1 You know how some people pretend to check their phone
sometimes? I’m always doing that in the lift at work. It’s weird
8B Master your listening because I’m not usually awkward around people I don’t know, but in
Goal | understand a phone call that situation I feel a bit odd, being in such close proximity to people
Focus | recognising the context words are generally used in in a small space like that. The strange thing is although I’m looking at
GSE learning objective my phone, I’ll look at the other people in the lift out of the corner of
Can recognise a speaker’s feelings or attitude in linguistically my eye to see what they’re doing – usually pretending to check their
complex speech own phones, too.
2 I sometimes say ‘sorry’ when it’s not my fault. I remember this
8C Master your writing happening the other day, actually, when I was waiting for a bus.
Goal | take part in an online discussion This woman was in front of me, talking to her mate, and suddenly
Focus | dealing with rudeness online stepped back right into me. I’d been looking at my phone and I
GSE learning objective immediately looked up and blurted out ‘Oh, sorry!’. I can’t help it, it’s
Can confidently take a firm but diplomatic stance over an issue like I just can’t stop myself from apologising, even though it’s clearly
of principle, while showing respect for the viewpoints of others not my fault. Yet I keep doing it whenever it happens. So British!
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3 I’m forever deleting and reinstalling social media apps on my phone.
Unit 8
Answers:
I find myself getting tired of them bleeping at me all the time, and
I’ll think ‘Gosh, life would be so much simpler without all these apps
1 I’m always doing that kind of stuff.
vying for my attention.’ Then I’ll reinstall them a few days later when 2 I just can’t stop myself doing those things sometimes.
I get bored and need something to look at on the bus. 3 I’ll find myself getting annoyed when things like that happen.
4 Sometimes I’m having a conversation in my head, then I find myself
speaking out loud without thinking. What’s even worse, is that I tend c Look at the sentences in Ex 6a again as a class and elicit why
to do this outside in the street sometimes, and I’ll suddenly notice the words at the end of the sentences don’t carry much stress.
that there are other people around. I get so embarrassed I just want
the ground to swallow me up. People must think I’m crazy!
Answer: The words at the end of these sentences don’t carry
5 Sometimes when I trip or stumble, I immediately look down angrily at
the ground where I tripped, as if to blame it, and sometimes I’ve even a significant part of the meaning of the sentence and contain
shouted at it! These days, though, I usually catch myself glaring at vague words such as kind of stuff and things like that.
the ground in time to stop and just laugh it off.
6 Sometimes I walk down the street with my music on pretending I’m in 7 Elicit the first answer as an example and write it on the board.
a movie, like the music is the background music in a scene and I’m the Ss write the sentences individually, then check in pairs. Check
star. I do this wherever I’m going: walking to work, to the shop, the
answers with the class and write them on the board (or invite Ss
dentist … I’m an action hero and I’m off to save a hostage or whatever.
to do so).
Sometimes I create the wildest scenes in my head … Is that really
sad? I guess it might be …
7 I’m driving in my car, listening to music, singing along, then I see a Answers:
police car driving close by. What do I do? I immediately turn my music 1 I’m forever pretending to yawn so I can check my breath.
down. In fact, I can’t stop myself from turning it down, even though 2 I have this habit of talking to myself.
I know it makes no sense whatsoever. Also, I put this weird 3 I tend to say ‘uh-uh’ when I don’t hear what someone said.
expression on my face, like I’m as innocent as can be. But I’ve done 4 I’ll yell ‘Ouch!’ even when I’m not hurt.
nothing wrong!
5 I have this urge to laugh in quiet places.
8 I have this overwhelming urge to drop my phone, if it’s in my hand,
when I’m up somewhere high, like a tall bridge or something. It’s 6 I catch myself talking to animals as if they’re babies.
almost like I’m not completely in control of myself anymore, and it’s
actually pretty creepy. Optional extra activity
Put Ss in pairs or small groups to discuss which of the sentences
b Go through the questions with the class so they know what to in Ex 7 are true for them. When they have finished, elicit answers
listen for. You could also elicit any answers they remember, but from a few Ss and find out if others agree.
don’t give any answers yet. Ss listen and answer the questions
individually, then compare their answers in pairs. Check answers 8a Ss write sentences about their own habits and compulsions.
with the class. Monitor and help with vocabulary where necessary, writing any
new words and phrases on the board. Check Ss are forming the
Answers: 1 Speaker 3 2 Speaker 6 3 Speaker 1 sentences correctly.
4 Speaker 7 5 Speaker 5 6 Speaker 8 7 Speaker 4
b Ss share their ideas in pairs. Encourage them to give more
8 Speaker 2
information and find out if their partner does similar things.
In feedback, elicit ideas from a few Ss and find out if other Ss do
similar things.
answers from a few Ss and find out if others agree.

Language focus Stronger classes could read the notes at home. Otherwise,
Describing habits and compulsions check the notes with Ss. In each exercise, elicit the first
4 Focus attention on the extracts and read the questions with answer as an example. Ss work individually to complete the
the class, checking they understand them. With weaker classes, exercises, then check their answers in pairs. In feedback, elicit
clarify that by habits we mean things which we do regularly and by Ss’ answers. Ss can refer to the notes to help them.
intentions we mean things which we’ve planned to do. Ss discuss Answers:
the questions in pairs. 1 1 saying 2 look 3 to talk 4 speaking 5 to use
6 translating
Answers: 1 habits 2 things they do without thinking 2 1 … I have this urge to scream at my team.
2 … I’ll make a loud, groaning noise.
5 Ss read the language focus box and then match the extracts 3 I’m always throwing away food packaging as soon as
in Ex 4 with the examples in the box. Check answers with the
I open it.
class and answer any questions Ss have about the information in
4 I catch myself talking out loud …
the box.
5 I tend to dance when …
6 I have this tendency to walk …
Answers: 1 b 2 e, h 3 c, d, f, g 4 a
6a Ss decide which words are stressed individually, then compare Further practice
their answers in pairs. Photocopiable activities: 8A Language focus 1, p230;
b 8.2 Play the recording for Ss to check their answers to Ex 6a 8A Language focus 2, p231
then check answers with the class. Play the recording again for Ss App: 8A Grammar practice 1 and 2
to listen and repeat. Model the sentences yourself if necessary
and drill them chorally and individually.
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Vocabulary Speaking
Unit 8
Idioms related to feelings Prepare
9a Ss read the sentences, then discuss what they think the 11 Arrange Ss in groups of three, then direct them to the relevant
idioms mean in pairs. Encourage them to use the rest of the pages. If your class doesn’t divide into groups of three, have one
sentence to help them. In feedback, go through each idiom and odd pair A and B. If you have a small class, then just put them in
check understanding, explaining where necessary. A/B pairs. Ask Ss to read the sentences and choose four of the
things that they do (or think of their own ideas).
Answers:
1 I wanted to disappear Speak
2 made me laugh a lot in an uncontrollable way 12a Ask Ss to walk around the class asking other Ss if they do the
3 I felt very nervous same things. Encourage them to ask follow-up questions to find
4 upset, shocked or frightened by something that has out details of the habits. Ask Ss to keep a tally of answers. Monitor
happened to you and make notes on Ss’ language use for later class feedback.
5 became very angry
6 felt extremely happy Optional extra activity
7 feel a little ill or strange Write these phrases on the board:
8 do something to make yourself look stupid or silly OK, what about this one? I wonder if you do this.
9 very angry Oh yes! And then I … I’m forever doing that!
10 very happy Ha! I know the feeling.
Check understanding of the phrases with the class and drill
b Ss categorise the phrases, then check in pairs. Check answers chorally and individually. Encourage Ss to use the phrases during
with the class. their discussions.
Answers: U: 7 N: 3 S: 4 E: 1, 8 H: 2, 6, 10 A: 5, 9
b Put Ss back in the same groups as for Ex 11 to compare their
answers and report back. When they have finished, elicit some of
10a Give Ss a few minutes to choose their idioms and make
the most common things people do. Give the class feedback on
notes on the situations. Monitor and help with vocabulary where
their language use.
necessary, writing any new words and phrases on the board.
b Put Ss in pairs to describe their situations for their partner to Optional extra activity
guess the idiom in each case. When they have finished, nominate
Ss can read all three sets of activities in the Communication bank,
a few Ss to share a situation with the class for them to guess.
then choose their favourite one.

Emotions and personality Reflection on learning
These optional exercises build on the lexical set in the Write the following questions on the board:
vocabulary section. What were the three most useful phrases you learnt in
1a Ss read the sentences and decide whether the words in today’s lesson?
bold have a positive or negative meaning individually, then How do you think you’ll use them in the future?
compare their answers in pairs. Check answers with the class. Put Ss in pairs to discuss the questions. When they have
Answers: All of them have a negative meaning except jocular finished, ask if anyone wants to share their ideas with the
b Ss match the words in bold with the definitions individually,
then compare their answers in pairs. Check answers with the
Homework ideas
class.
Answers: a 1 b 4 c 11 d 12 e 10 f 8 g 9 h 2 i 7 Workbook: Exs 1–4, p60
j5 k3 l6 App: grammar, vocabulary and pronunciation practice
2 Put Ss in pairs to think of any people they know who can be
described with the words in Ex 1a. You may wish to suggest Ss Fast route: continue to Lesson 8B
think of examples from the public sphere rather than personal Extended route: go to p120 to Master your reading
ones for the more negative words.
Further practice
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5a 8.3 Ss listen to the sentences then say what happens to
Unit 8
8B Pivotal moments the sounds at the underlined word boundaries. Check the answer
with the class and model yourself if necessary.
Answer: They merge into one sound.

Introduction
The goal of this lesson is for Ss to describe a pivotal moment in
their life. To help them achieve this, they will learn or revise the
future in the past and vocabulary related to decision making and When a word ends with a consonant sound and the following
reflection. word begins with the same consonant sound, the sounds
merge into one in fast, natural speech.
Warm up
b Play the recording again for Ss to listen and repeat.
Ask Ss to think of the top three moments in history that shaped 6 Read the example with the class. Ss rewrite the sentences
the world today. Give them a few minutes to think of the moments individually, then check in pairs. Check answers with the class.
and make notes on why they were important. When they are
ready, put Ss in pairs to share their ideas. In feedback, ask a few Ss Answers:
to share their ideas with the class and find out if others agree. 1 Scientists were on the verge of a breakthrough.
2 The new regulations were due to be brought in last year.
3 We were on course to become the market leader before
Reading the crisis.
1a You may want to go through the information in the Culture 4 It was envisaged that the product would sell well.
notes first if you think Ss won’t have heard of the people and 5 I was about to leave the party when an old friend arrived.
things referred to in the sentences. Ss discuss in pairs if they think 6 We were all set to leave when I remembered I didn’t have
the things in the sentences happened. Elicit their ideas, but don’t the tickets.
give any answers yet.
7a Demonstrate the activity by giving the class your own
example for each of the things. Ss then make notes of their own
Culture notes
examples. Monitor and help with vocabulary where necessary,
Sir Isaac Newton was an English mathematician, physicist
writing any new words and phrases on the board.
and theologian born in 1642. He was one of the most famous
b Ss compare their experiences in pairs. Encourage them to ask
scientists of all time and is famous for his discovery of the laws
follow-up questions to find out more information. When they have
of gravity.
finished, ask a few Ss to share anything interesting they found out
Intel Corporation is an American technology company based
in California. It was started in 1968 and is the world’s largest
producer of microprocessors found in computers.
b You may want to pre-teach inconsequential, fledgling, depleting Stronger classes could read the notes at home. Otherwise,
and broke. Ss read the article and check their answers. Check check the notes with Ss, especially the use of the verbs which
answers with the class. express perceptions. In each exercise, elicit the first answer
as an example. Ss work individually to complete the exercises,
Answers: 1 no 2 yes 3 no 4 yes then check their answers in pairs. In feedback, elicit Ss’
Vocabuary checkpoint Answers:

In the introduction to the text, the writer uses the adjectives 1 1 assumed 2 set 3 due 4 have 5 course
historical and historic. You could use this as an opportunity to 6 hoped / had hoped
teach the difference between historical (relating to the past 2 1 was envisaged that 2 was bound to 3 knew it wouldn’t
or the study of history) and historic (important to history, 4 were on the threshold of 5 (all) set to
usually because it changed things).
Further practice
2 Ss discuss the questions in small groups. When they have Photocopiable activities: 8B Language focus 1, p233;
finished, elicit Ss’ answers and have a brief class discussion. 8B Language focus 2, p234
Language focus
The future in the past
3 Focus attention on the phrases in bold in the article, then put Ss
in pairs to discuss the questions. Don’t give any answers yet.
4 Ss read the language focus box and check their answers to Ex 3.
Check answers with the class and answer any questions Ss have
about the information in the box.
Answers: 1 the past 2 the future 3 1, 4, 6
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Vocabulary Speak
Unit 8
10 Put Ss in groups to present their stories. Monitor and make notes
Decision making and reflection
on Ss’ language use for later class feedback. When they have finished,
8a Ss match the sentence halves using the phrases in bold to ask each group to choose the most interesting story and share it
help them individually, then check in pairs. Check answers with
with the class. Give Ss feedback on their language use as a class.
the class.
Answers: 1 c 2 a 3 b 4 d 5 h 6 e 7 g 8 f
b Read the example with the class, then ask Ss to write their own How confident do you feel describing the future from a past
sentences. Monitor and help with vocabulary where necessary perspective now?
and check Ss are forming the sentences correctly. When they are In what ways might you use this language in the future?
ready, put Ss in pairs to compare their sentences. In feedback, ask Put Ss in pairs to discuss the questions. When they have
a few Ss to share anything interesting they found out about their finished, ask if anyone wants to share their ideas with the
partner with the class. class, but don’t force them to if they’d rather not.
VOCABULARY BANK 8B p173 Homework ideas

Noun forms Reflection on learning: Ss write their answers.
These optional exercises build on the lexical set in the Language bank: 8B Ex 1–2, p161
vocabulary section. Workbook: Exs 1–5, p61
1 Point out that whether they need to find an adjective or a App: grammar, vocabulary and pronunciation practice
verb is given. Ss identify the adjectives and verbs from which
the nouns derive individually, then compare their answers in
Answers: 1 grumpy 2 grey 3 petulant 4 moody
5 grim 6 nonchalant 7 coarse 8 eradicate
9 implement 10 thoughtless
2 Ss rewrite the sentences individually, then compare their

Suggested answers: 8C Urban survival

1 I just don’t like the greyness here in England.
2 I think she was put off by the grimness of the town.
3 The thoughtlessness of people makes me mad.
Introduction
4 He attempted nonchalance, but he didn’t fool me.
5 We’ve waited a long time for the eradication of this disease. The goal of this lesson is for Ss to create a list of survival tips.
6 My moodiness can be seen as a bad thing. To help them achieve this, they will learn or revise language for
7 It’s easy to think about it, but its implementation is difficult. emphasising advice and idioms related to risk.
8 Her grumpiness at breakfast time didn’t help matters.
9 The coarseness of his language wasn’t to everyone’s taste. Warm up
10 Some of my colleagues’ petulance can be a little tedious.
Did you grow up in the countryside or a city?
Further practice Which do you prefer? Why?
Photocopiable activities: 8B Vocabulary, p235 Ss discuss the questions in small groups.
Reading
Speaking
1a Ss make notes individually about what they think the
Prepare advantages and disadvantages of living in a big city are. Monitor
9 Go through the questions with the class and make sure Ss and help with vocabulary where necessary, writing any new words
understand that they can choose a moment either in their own or and phrases on the board.
their country’s history. Give Ss plenty of time to think of ideas and b Read the example with the class, then put Ss in pairs to share their
make notes. Monitor and help with vocabulary where necessary, ideas and think of positive aspects to the disadvantages. When
writing any new words and phrases on the board. they have finished, elicit Ss’ ideas and have a brief class discussion.
2 Focus attention on the headings of each section of the article
Teaching tip and elicit Ss’ ideas as to what they think the article will include. Set
While personalisation is a useful strategy to get Ss speaking, a strict time limit for Ss to read the article quickly and choose the
there may be times when it can cause Ss to have to talk about best summary individually, then compare their answers in pairs.
negative things in their lives which they’d rather not talk about. Check the answer with the class.
In these instances, it’s useful to give Ss the option to talk about
someone or something else which is related, as in the option Answer: 2
here for them to talk about their country. We aim to provide
such options throughout Roadmap. 3 Ss discuss the questions in pairs. When they have finished, elicit
Ss’ ideas and find out if others agree.
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Language focus Vocabulary
Unit 8
Emphasising advice Idioms related to risk

4 Give Ss a few minutes to read the language focus box and ask you 8a With weaker classes, go through the idioms in the box first
any questions they have. Ss match the examples with the points in and explain the meaning of each one. Ss complete the sentences
the box individually, then check in pairs. Check answers with the class. individually, then check in pairs. Check answers with the class.
Answers: 1 c 2 e 3 a 4 b 5 d Answers: 1 playing with fire 2 watch your step

3 kept my head down 4 the coast is clear 5 out of the woods
5a 8.6 Ss listen to the sentences and mark the stressed words 6 play it safe 7 run the risk 8 took a calculated risk
b Ss categorise the idioms individually, then check in pairs. Check
Answers: The first word and the imperative. answers with the class.
b Play the recording again for Ss to listen and repeat. Model the Answers:
sentences yourself if necessary and drill them chorally and individually. R: play with fire, run the risk, take a calculated risk
6 Elicit the first answer as an example and write it on the board. S: keep your head down, out of the woods, play it safe,
Ss rewrite the sentences individually, then check in pairs. In the coast is clear, watch your step
feedback, ask a different student to come to the board and write
each sentence. 9a Ss make notes individually. Monitor and help with ideas and
Answers: on the board.
1 Wherever you are, you should always be careful. b Put Ss in pairs to share their ideas. When they have finished,
2 Whenever you feel angry, you should count to ten slowly. ask a few Ss to share anything interesting they learnt about
3 Whoever you speak to, don’t be rude. their partner.
4 Under no circumstances whatsoever should you just push
through. Further practice
5 Whatever the time, tell people if you’re going to be late for Photocopiable activities: 8C Vocabulary, p238
something important. App: 8C Vocabulary practice 1 and 2
6 However bad you feel, never stop to answer.
7 No matter where you are, pull out your phone and pretend to
take an important call. Speaking
8 Whichever form of public transport you choose, you should
Prepare
definitely use it.
10a Put Ss in pairs to choose one of the situations or think
7 Ss think of situations individually. Encourage them to make notes of their own idea. Alternatively, you may want to allocate the
to help remember their ideas. With weaker classes, or if you’re situations in order to ensure the class covers a variety.
short of time, Ss can just think of situations for four of the pieces b Ss make their lists of tips individually. Monitor and help with
of advice. When they are ready, put Ss in pairs to share their ideas ideas where necessary.
in random order and guess which sentence in Ex 6 each one refers 11 Put Ss back in the same pairs as for Ex 10a to share their ideas
to. In feedback, ask a few Ss to share their ideas with the class. and choose the five best pieces of advice. Monitor and make notes
on Ss’ language use for later class feedback.
Speak
12a Put pairs together to share their advice. Encourage them
to use the phrases for emphasising advice from Ex 4 as they do
this. Monitor and make notes on Ss’ language use for later class
exercises, then check their answers in pairs. In feedback,
feedback.
elicit Ss’ answers. Ss can refer to the notes to help them.
b Rearrange the pairs into new groups to share their advice again.
Answers: When they have finished, ask a few Ss around the class to share
1 1b 2c 3e 4a 5d 6f the best piece of advice they heard with the class. Give the class
2 1 Whatever you do, don’t forget your passport. feedback on their language use.
2 However interesting you think it is, you shouldn’t take
photographs. Optional extra activity
3 No matter who you meet, be polite. Put Ss in new pairs and ask them to choose a different situation,
4 Whatever day you travel, you should leave early. then repeat the speaking activity.
5 Under no circumstances whatsoever should you carry
valuables.
6 Whichever option you choose, don’t pay too much. Reflection on learning
7 No way should you talk to strangers. Write the following questions on the board:
8 Whenever you meet people, shake their hand. What new ways of giving advice did you learn in today’s lesson?
Which of the idioms do you think you’ll use most in the future?
Further practice How do you think you’ll use them?
Photocopiable activities: 8C Language focus 1, p236; Put Ss in pairs to discuss the questions. When they have
8C Language focus 2, p237 finished, ask if anyone wants to share their ideas with the
App: 8C Grammar practice 1 and 2 class, but don’t force them to if they’d rather not.
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Homework ideas Audioscript 8.7
Unit 8
Reflection on learning: Ss write their answers. 1
Language bank: 8C Ex 1–2, p161 A: Hi, I’m calling about your advert online for a bike.
Workbook: Exs 1–5, p62 2
App: grammar, vocabulary and pronunciation practice A: Yeah … was that … for him. … mean?
3
A: Hello?
Fast route: continue to Lesson 8D B: Hello!
Extended route: go to p140 to Master your writing A: Yes, hello?
B: Have you thought about insurance at all?
A: What?
B: I understand.
A: Ugh.
4
A: And that’s – saw – . – think – do – then?
5
8D English in action A: Have you had a chance to think about what I said yesterday?

Introduction elicit Ss’ answers and have a brief class discussion.
The goal of this lesson is for Ss to practise dealing with
problems on a call. To help them achieve this, they will learn or Listening 1
revise phrases for dealing with problems, asking for and giving
clarification, stalling for time, getting the other speaker to the 5a 8.8 Ss listen and identify the problem, then compare their
point and getting the other speaker to finish, as well as vocabulary ideas in pairs. Check the answer with the class.
related to making a call.
Answer: At first the line is crackly, then Ricardo has difficulty
understanding some of the words Gary uses.
Warm up
Write the following question on the board: Audioscript 8.8
Do you prefer to communicate by text message or voice call? Why?
G: Hello?
Ss discuss the question in pairs. R: Hi Gary! It’s Ricardo!
G: Ricardo! Long time no speak!
R: Yes, it’s been a long time.
discuss the questions in pairs. When they have finished, elicit their G: What? Uh … hang on, it’s a really crackly line and you’re cutting out.
ideas and have a brief class discussion. Let me move outside.
R: It’s … what?
G: Sorry, I mean it’s difficult to hear you. Let me go outside. I won’t be a
Vocabulary second.
Making a call R: You won’t what?
G: Ha! Sorry, I meant wait a second.
2 With weaker classes, go through the words in the box with the
R: Oh, OK.
class first and check understanding. Ss complete the sentences G: That’s better, I can hear you now. Sorry, I just had really bad reception
individually, then check in pairs. Check answers with the class. where I was and couldn’t hear you very well. It’s much better now. So
how are you Ricardo?
Answers: 1 on hold 2 muted 3 speakerphone R: I’m great, thanks Gary. Listen, I’m going to be in Upton in a few weeks.
4 reception/signal, landline 5 voicemail I’m travelling for work.
6 text (message), video call, audio call G: Really? That’s fantastic news. Where are you staying?
R: In a little B&B in Downley Lane.
G: Oh, right …
Vocabuary checkpoint R: What’s wrong?
G: Well, it’s just that that’s a bit of a dodgy area, Ricardo.
We often use text as both a noun and a verb, without the
R: Dodgy? I don’t quite get what you mean.
word message e.g. He texted me. You might like to point this G: Ah right, of course. What I meant to say was it’s not a good area. Not
out during feedback on Ex 2. very safe.
R: Really? Oh, maybe I should change it then. Where would you
3 8.7Read the sentences with the class and check recommend?
understanding of the words and phrases in bold. Ss listen and G: Well, it depends how much of a budget you’ve got, but the Queen’s
Park area is really nice. In fact, the Marlow Inn is quite reasonable. I
match the extracts with the problems individually, then compare
think they’ve got an offer on for single rooms at fifty pounds a night.
their answers in pairs. Check answers with the class and ask if R: Fifty or fifteen?
they have had any of these problems on the phone. G: Fifty, 5 – 0. I don’t think you’ll find anywhere as cheap as fifteen
pounds!
Answers: 1 c 2 a 3 e 4 d 5 b R: Ha, right, of course. And how do you spell that?
G: M for ‘mike’, A for ‘alpha’, R for ‘romeo’, L for ‘lima’, O for ‘oscar’, W for
‘whiskey’. And ‘Inn’ is I double N.
R: OK, well thanks for that, I’ll definitely look them up. So anyway, can
we meet up?
G: When are you going to be here exactly?
R: From the tenth to the seventeenth.
G: Ah, gutted. I’m away then.
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R: I don’t get you. D: OK, hang on. Don’t panic. I’m just firing up the computer …
Unit 8
G: I’m gutted. In other words, it’s a shame. I won’t be here, Ricardo, I’m on J: Grr!
holiday in Spain then. D: Wait … wait … here it is … Right. What’s your password?
R: Oh no, that is a shame. J: Danbo89.
G: But listen, if you do stay in Queen’s Park, I can recommend a really D: Yep, right … let’s see now … Bingo! Here it is. The code’s XY76 …
good restaurant there. It’s called ‘Molly’s’ and the food there’s great. 2
Oh, and another good place to visit while you’re there is … M: Hello, Ntools Solutions, Maisie speaking.
R: Maisie! How are you?
b Read the statements with the class, then play the recording M: Oh, hi Rafael. All good here, thanks. You?
R: Oh yes, fine, fine. How’s Andy?
again for Ss to identify which are true, then compare their
M: Yep, he’s fine, thanks.
answers in pairs. Check answers with the class. R: And is he settling in to the new job OK?
M: Um, yes, fine. So what can I do for you –
Answers: 1, 2, 3 and 5 are true. R: And the children? Is school OK?
M: Yes, absolutely fine, thanks. Rafael, was there something you wanted
6a Ss read the Useful phrases 1 box and try to remember which to talk to me about?
ones were used. Don’t give any answers yet. R: Ah yes. So I was wondering if you could send me the latest quarterly
sales figures for your branch.
b Ss listen again to check their answers. Check answers with the M: No problem, I’ll do it right now. Give me a moment. Let’s see, … here
class and drill the phrases chorally and individually. we are. And … send. Did you get them?
R: Yep, they’re here thanks.
Answers: M: Great. So –
It’s a really crackly line and you’re cutting out. R: Oh by the way, have you heard the latest about Chiara in HR?
I don’t quite get what you mean. M: No …
R: Well, apparently she’s up for promotion.
It’s … what?
M: Right. Well anyway Rafael, I’ll let you get on.
Fifty or fifteen?
R: Yes, and people aren’t very happy about it, because –
How do you spell that? M: Look, Rafael. I’m really sorry but I’ve got to go. I’m really up against it
I mean it’s … ; I meant … here. Can I call you back soon?
M for ‘mike’, A for ‘alpha’, … R: Oh yes, of course. Me and my big mouth! Call me back when it’s more
In other words, … convenient, sure.
M: Thanks Rafael.
c Ss add the phrases to the box individually, then compare their
answers in pairs. Check answers with the class and drill the b Ss complete the conversations individually from memory, then
phrases chorally and individually. listen again to check their answers. Check answers with the class.
Answers: Answers:
Dealing with call problems: 3, 6 1 good question 2 Just give me a sec 3 hang on
Asking for clarification: 1, 5, 7 4 let’s see now 5 was there something you wanted
Clarifying what you mean: 2, 4, 8 6 I’ll let you get on 7 up against
7 Ss discuss what they would say in pairs. When they have 9 Ss complete the Useful phrases 2 box individually, then check in
finished, ask a few pairs to share their ideas with the class. pairs. Check answers with the class.
Listening 2 Answers:
1 good question 2–4 Just give me a sec, Hang on, Let’s see now
8a 8.9 Go through the questions with the class so they know 5 Was there something you wanted to talk to me about?
what to listen for. Ss listen to the two conversations and answer 6 I’ll let you get on. 7 I’m really up against it here.
the questions individually, then compare their answers in pairs.
Check answers with the class. 10a Ss discuss the questions in pairs. Check answers with the
class and go through the information in the Pronunciation
Answers: 1 Conversation 1 2 Both 3 Conversation 2 checkpoint.
Audioscript 8.9 Answers: 1 It goes up. 2 It goes down.

1
D: Hello? Pronunciation checkpoint
J: Dan, listen, I’m in a bit of a fix.
When we have more to say or are stalling for time, our
D: What’s up? I thought you’d be on the train by now.
J: Yes, yes, well that’s just it. I can’t find my ticket. I think you took it out
intonation remains steady or rises. This is because air is still
of my bag when you borrowed it. Where did you put it? I need the passing through the vocal chords, which vibrate more quickly
code from it. when more air is passed through them. When we finish, the
D: Ah, good question. Let me think … air slows down and so our intonation falls and it sounds ‘final’.
J: Dan, I don’t have much time. My train leaves in ten minutes. Therefore rising intonation can be useful for stalling, falling
D: Oh, right. Yes. Um, let me see … intonation can be useful for finishing.
J: Don’t you remember where you put it?
D: Um, yes, of course. Just give me a sec, OK?
J: I only have a few …
D: Yes, of course. Right. It’s not here … or here. Hmm, I thought I’d put it
in the kitchen drawer.
J: Dan!
D: I’m sorry, I’m not sure. Wait, isn’t the code in the email they sent you?
J: Yes, but I haven’t got any data left on my phone.
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Unit 8
Demonstrate this use of intonation with a quick memory game. 8 Check and reflect:
Start by saying: At the supermarket I bought some cereal. Units 7 and 8
Nominate a student to continue by saying what you said and
adding another item e.g. At the supermarket I bought some cereal
and eggs. then nominating another student to continue. Let the
Introduction
game go on as long as possible until a student can’t remember
the items. Then start again but ask Ss to pay attention to what Ss revise and practise the language of Units 7 and 8. The notes
happens with the intonation in each item in the list (it goes up or below provide some ideas for exploiting the activities in class, but
remains steady on each item until the last one, when it falls). Then you may want to set the exercises for homework, or use them as a
go through the information in the Pronunciation checkpoint. diagnostic or progress test.
1 Point out that two sentences are correct. Ss find the mistakes
b 8.10Ss listen to the phrases and decide individually if the individually, then check in pairs. Check answers with the class.
person is stalling for time or wants to finish the conversation, then
compare their answers in pairs. Check answers with the class. Answers: 1 something of a shock 2 correct
3 every your need your every need 4 correct
Answers: 1 F 2 S 3 S 4 F 5 S 6 F 5 a such bad experience such a bad experience
Audioscipt 8.10 2a Elicit the first answer as an example. Ss choose the correct
1 Can I call you back? options individually, then check in pairs. Check answers with
2 Just give me a sec … the class.
3 I’m just sending it now …
4 I’m just sending it now. Answers: 1 retrace 2 nowhere 3 great 4 crow
5 One moment, I won’t keep you … 5 bearings 6 steer
6 Well don’t let me keep you.
b Put Ss in pairs to choose three of the questions and discuss
c Play the recording again for Ss to listen and repeat. them. Fast finishers can discuss more than three. When they
have finished, elicit answers from a few pairs and have a brief
Speaking class discussion.
3 Point out that the first letter of each word is given. Ss complete
11 Put Ss in A/B pairs and direct them to the relevant pages. the sentences individually, then check in pairs. Check answers
Give them time to read the instructions and prepare what to say, with the class.
referring back to the Useful phrases boxes to help them. Monitor
and help where necessary. Answers: 1 through 2 board 3 ruse 4 gullible
12 Ss have their conversations in pairs. Encourage them to use 5 security 6 ripped
the Useful phrases from the lesson while they do so. Then ask Ss
to swap roles and have the conversations again. Monitor and make 4 Elicit the first answer as an example. Ss complete the sentences
notes on Ss’ language use for later class feedback. When they individually, then check in pairs. Check answers with the class.
have finished, give Ss feedback on their language use as a class.
Answers:
Reflection on learning 1 which 2 whom 3 which 4 of 5 after 6 time
Which strategies did you learn for dealing with problems on a
call today?
How confident do you now feel with dealing with problems on
Answers: 1 aptitude, basics 2 novice, get
a call?
3 all-rounder, turn 4 innate 5 proficient, rusty
finished, ask if anyone wants to share their ideas with the Optional alternative activity
Stronger classes could cover the words in the box and try to
complete the sentences, then look at the words in the box to
Homework ideas
check.
App: grammar, vocabulary and pronunciation practice b Ss discuss which sentences are true for them in pairs.
Encourage Ss to give more information. When they have finished,
Roadmap video
Go online for the Roadmap video and worksheet. about their partner with the class.
6 Elicit the first answer as an example, then ask Ss to order
the words individually, then check in pairs. Check answers with
the class.
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Unit 8
Answers:
1 When I find the person responsible for breaking my phone, Check answers with the class.
they’ll be in big trouble!
Answers: 1 e 2 a 3 f 4 c 5 b 6 d
2 I bought a new suit to wear to the job interview.
3 The man seen near the crime scene was being sought by
the police.
pairs. Ss can refer back to Lessons 7D and 8D for help if they need
4 The car in front of us suddenly slammed on its brakes.
to. Check answers with the class.
5 We accidentally packed some towels belonging to the hotel in
our suitcase.
Answers: 1 drawing 2 firmly 3 news 4 extent 5 get
6 Can I borrow a bag to put my wet clothes in?
6 put 7 keep 8 Look, at 9 with 10 expect 11 to
12 hang 13 crackly 14 try
Reflect
Answers: 1 pretending 2 having 3 cook 4 to smile Ask Ss to rate each statement individually, then compare in pairs.
5 laughing 6 losing 7 to frighten 8 myself Encourage them to ask any questions they still have about any of
b Ss discuss which sentences are true for them in pairs.
Encourage Ss to give more information. When they have finished, Homework ideas
ask a few Ss to share any interesting information they found out App: grammar, vocabulary and pronunciation practice
Answers:
1 sorts 2 red 3 moon 4 swallow 5 stitches 6 fool 8A Master your reading
b Ss discuss which sentences are true for them in pairs. When
they have finished, ask a few Ss to share an answer with the class.
Encourage other Ss to ask follow-up questions to find out more
Introduction
information. Ss develop the reading skill of understanding an authentic novel
9 Ss complete the sentences individually, then check in pairs. by learning how to recognise humour.
Warm up
Answers:
Tell the class about your favourite novel and why you like it. Give
1 We were on the point of leaving …
a summary of the plot and main characters. Ask Ss to think about
2 Management were due to review …
their own favourite novel or film and make notes on it. When they
3 I was about to leave …
are ready, put Ss in pairs to share their information.
4 … was on course to open …
5 … we were on the threshold of a new era. 1a Focus attention on the pictures and elicit what Ss can see. Go
6 We expected the new product to be … through the words in the box and check understanding. Ss think
about their answers individually, making notes if they want.
10a Ss complete the sentences individually, then check in pairs. b Put Ss in pairs to compare ideas and answer the question. When
Make sure they understand that they need to add a preposition to they have finished, elicit answers from a few Ss and have a brief
each sentence. Check answers with the class. class discussion.
2 You may want to pre-teach lose my temper, mislaid, peered and
Answers: 1 pan out 2 On reflection 3 weigh up 4 short of
culprits. Tell Ss that they’re going to read an extract from a novel
5 agonised over 6 benefit of
and read the introduction with the class. Ss read the extract then
choose words to describe the main character. Ss then discuss their
choices in pairs. Elicit their ideas in feedback.
With weaker classes, write the prepositions they need on the
board in random order for them to add to the sentences. Suggested answers:
flawed, incompetent, self-aware, eccentric, impatient
b Ss discuss which sentences are true for them in pairs and give
more information. In feedback, ask a few Ss to share anything Culture notes
interesting they found out about their partner with the class.
The Colour of Memory by Geoff Dyer is a novel, published in
11 Ss complete the sentences individually, then check in pairs. 2012, set in a poor area of London in the 1980s. It is a story
Check answers with the class. which takes a nostalgic look back at this era.
Answers:
1 No matter who you speak to …
2 Whatever you do, always …
3 However difficult you think it is …
4 On no account whatsoever should you …
5 Whichever course of action you decide on …
6 Whenever you feel alone …
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3 Ss read the extract again and decide if the sentences are true,
Unit 8
false or not mentioned individually, then check in pairs. Check 8B Master your listening
Answers:
1 F – On the evening of the theft, the car was working
Introduction
perfectly. Ss develop the listening skill of understanding a phone call by
2 NM learning how to recognise the context words are generally used in.
3 F – The narrator said he must have missed the kids who stole
his car by five minutes. Warm up
4 T
Put Ss in pairs and ask them to make a list of tips for speaking on
5 NM
the phone in English (e.g. ask for clarification if you need it, speak
clearly, etc.). When they have finished, put pairs together in small
4a Ss discuss the questions in pairs. When they have finished,
groups to share their tips and choose the three best ones. Ask
elicit their answers to questions 1 and 2 and find out if others
each group to share their three best tips with the class and find
agree. Don’t give any answers to question 3 yet.
out if others agree.
b Ss read the Focus box and check their answers to question 3
in Ex 4a. Check answers with the class and answer any questions 1 Focus attention on the photo and elicit what Ss can see. You
they have about the information in the Focus box. could start by sharing your answers to the questions with the
5a Explain that the extract is from later in the same novel. Ss read class, telling the class who you speak to when something goes
it and answer the questions individually, then check in pairs. Check wrong, emphasising how this person cheers you up. Ss discuss
answers with the class and answer any questions they have about the questions in pairs.
vocabulary in the extract. 2a 8.4 Go through the questions so that Ss know what to
listen for. Ss listen to the conversations and answer the questions
Answers: individually.
1 The make was Vauxhall but Fran doesn’t know what model it b Ss compare their answers to Ex 2a in pairs. Check answers with
is so she calls it a courgette. the class.
2 The boyfriend of Fran’s flatmate, Sal
3 She wasn’t allowed to have an accident in it. Answers:
4 He is very impatient while she is patient. Conversation 1:
1 at a garage in Amersfield
b Ss underline examples individually, using the Focus box to help, 2 The fuel guage on his car has stopped working so he’s run
then compare in pairs. Check answers with the class. out of petrol.
Conversation 2:
Answers: 1 at an audition
Upturned expectations: e.g. I didn’t know what model it was 2 There are loads of other people at the audition so she’s got to
and she wasn’t sure either. wait ages for her turn.
‘I think it’s called a Vauxhall Courgette or something like that,’ Conversation 3:
she said. 1 at work
Repetition: ‘… He lent it to her and she lent it to me on the 2 His boss has cancelled his appraisal at the last minute so he
strict condition that I don’t have a prang in it. Apparently, that’s can go for lunch with a friend.
what motorists call an accident: a prang.’
Amusing comparisons: She clutched the wheel like she was
Audioscript 8.4
steering a ship in heavy weather.
1
6 Ss choose the correct options individually, then check in pairs. A: Hello?
B: Hey Jack.
A: Hey! How’s it going?
B: Yeah, good, well, not good actually. I’ve got car issues.
Answers: 1 a 2 b 3 a 4 c A: Not again!
B: Yeah. This car causes me a lot of grief.
7 Write the title of the book on the board and ask if anyone has A: What’s that, the second time this month?
read it or seen the film. Ss read the extracts then answer the B: Well to be fair the previous time it was mostly down to me, but this
questions in pairs. Check answers to question 2 and elicit Ss’ time … how was I supposed to know the fuel gauge had stopped
working?
responses to questions 1 and 3 as a class.
A: Oh, no, so you’ve run out of petrol? Where are you?
B: Yeah. Really embarrassing. I was on my way to meet my mum for
Answers: pizza, but I’d only got about half way there and now I’m stuck outside
2 The author primarily uses upturned expectations (‘I don’t a garage in Amersfield. I’m not going to get them to repair the fuel
know, I didn’t listen’, ‘we are going to die after all’ ) gauge, though.
A: Oh?
B: Well my brother had some dealings with them before and it didn’t …
Homework ideas
it’s a long story …
Workbook: Exs 1–6, pp.64–65 A: Oh, I see.
B: This town is rife with cowboy businesses. But at least the breakdown
guy is on the way.
A: Oh, well, that’s good at least.
B: Yeah, anyway, while I’m stuck in the middle of nowhere I was thinking
we should arrange to meet again.
A: Yeah, sounds nice, any ideas?
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2
Unit 8
Answers:
A: Hey, Serena. How’s the audition going?
B: Yeah, well, it’s not going.
1 It’s the first time. The previous occasion was mostly down
A: What do you mean it’s not going? to him.
B: Oh, it’s been such a bad morning. 2 He didn’t know he was going to run out of petrol because the
A: OK. Tell all. fuel gauge was broken.
B: So, I turned up on time for this audition and I was expecting maybe 3 He doesn’t want the garage to repair it because he doesn’t
three or four others, you know … trust them.
A: ’Cause they specifically asked for you, didn’t they?
4 She was hopeful rather than confident.
B: Exactly. And I’d got it into my head that it might be a big break for my
career and everything … 5 She was one of a lot of other people at the audition.
A: OK, so … 6 There was almost a mini-riot.
B: So when I got here I found that I was one of about a zillion other 7 His boss didn’t really have an important meeting.
people … 8 Rafa hasn’t really quit his job.
A: Oh, no. So what are you going to do? 9 Rafa’s friend thinks he should stay in the job and gain
B: Well, I found someone in charge and apparently I’m number sixty-
experience.
three, or something like that, and she said I’d have to wait my turn.
A: No! Do you have to sit through all the other auditions?
B: No, they don’t make you watch other people, but a mini-riot nearly Optional alternative activity
broke out backstage when everyone found out how long they’d have
Ss discuss why the sentences aren’t correct from memory. Elicit
to wait …
their ideas, but don’t give any answers yet. Ss then listen again
A: I can see why …
B: I kept well out of it and sat on the back row for a while, bored out of and check their ideas. Check answers with the class.
my mind but I’m about to call it quits and leave. I reckon it’s gonna
take another three hours to get through all these people in front of 4a Ss answer the questions individually, then compare their
me. answers in pairs. Don’t give any answers yet.
A: I don’t blame you. So what are you going to do now?
B: Yeah, well, I was wondering if you’re free for a coffee now?
b Ss read the Focus box and check their answers. Check answers
A: Oh, yeah, nice. Why not. Let me see, we could meet over on … with the class and answer any questions they have about the
3
information in the box.
A: Hey Rafa.
B: That’s it! I’m done. I’m finished with it! Answers:
A: Woah! Hold your horses. What are you talking about? Sentence 1 is from Conversation 1.
B: I’ve quit. He’s impossible to work with. He’s the boss from hell. It’s more natural because provide usually collocates with
A: You’ve quit? What’s he done this time? words which have a positive connotation while cause usually
B: Oh, nothing and everything, you know. It’s just a build up of irritating
collocates with words which have a more negative connotation.
things.
A: Like?
B: Well today, for example, I was supposed to have my appraisal … 5a Ss read the extracts and answer the question individually,
A: The annual one? then compare their answers in pairs. Check answers with the
B: Yeah, that. So I spent the whole evening preparing and guess what, class. Point out that ‘a build up of’ (question 5) tends to have a
he cancels it at the last minute. negative connotation whereas ‘to build up’ (question 6) tends to
A: Why? have a positive connotation.
B: Says he’s got an important lunch meeting that he can’t miss. But you
know what, we share an online calendar so I know exactly who he’s
Answers: 1 negative 2 negative 3 negative 4 negative
got a lunch meeting with …
A: Who? 5 negative 6 positive
B: His friend Darren.
A: No! That’s awful. b Discuss the question as a class and write Ss’ ideas on the board,
B: It’s bordering on criminal, honestly. feeding in ideas from the Suggested answers.
A: So, you’ve really quit?
B: Well … not exactly. But I was this close, you know. This close! Suggested answers:
A: So, what, are you going to quit?
1 rife with: corruption/problems/rumours/speculation/conflicts
B: Well, I don’t know. I mean, marry in haste and all that. I just needed to
let off some steam so I thought I’d call you.
2 had some dealings with a company / a person
A: Oh, I see, well, you want my advice … 3 war/fighting/riots/violence/protests/arguments: broke out
B: I know what you’ll say. 4 sit through a lesson / a family dinner / a play
A: I mean who knows how long he’ll stick around … 5 a build up of: tension/pollution/forces/dirt/troops
B: Yeah, you’ve got a point. 6 building up: muscle/credit/confidence/trust/suspense
A: And you’re building up a lot of experience there.
B: Yeah … Look, thanks for listening. I should get back.
6a 8.5 Ss listen to the extracts and make notes to answer
A: Are you on a break?
B: Yeah, an impromptu break. I thought either I take a break or I throw a
the questions.
chair out the window. Audioscript 8.5
A: Yeah, I get it. Look, just take a moment, decompress a little you know,
and you’ll feel … 1
A: That’s extraordinary. I’m just gobsmacked.
B: Yeah, well imagine how I feel.
3 Ss listen again and note why the sentences aren’t correct A: So that was what, last week?
individually, then compare their answers in pairs. Check answers B: Yeah, last week.
with the class. A: And since then?
B: Well, you know, it’s had consequences.
A: Sure. It’s bound to.
B: Quite far-reaching consequences to be honest.
A: Sure, sure.
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Unit 8
A:
B:
Yeah, yeah, I see. So what happened next?
Well, I said I’d need some things …
8C Master your writing
A: And they said …
B: They said they’d provide them.
A: OK, so? Introduction
B: Well if they’ll continue to support me like that …
A: Then it sounds like your mind’s made up. Ss develop the writing skill of taking part in an online discussion by
3 learning how to deal with rudeness online.
A: So what’s the company called?
B: Stetman or something like that. Warm up
A: Stetman Streeter?
B: Yeah, that’s it. Stetman Streeter. You know them? Elicit as many different types of social media from the class as
A: Well, a bit. you can and write them on the board. Then put Ss in small groups
B: OK. In what context? to discuss any problems they’ve had with them. When they have
A: Well, I’ve had some dealings with them before now. finished, elicit answers from a few Ss and have a brief class
B: You’ve had some dealings with them?
discussion.
A: Yeah.
B: All right. That kind of tells me all I need to know really. 1 Ss discuss the questions in pairs. When they have finished,
A: Well, maybe my experience was unusual.
elicit Ss’ answers and have a brief class discussion.
B: Yeah, but it’s good to get your opinion.
A: Yeah, I guess. 2a Focus attention on the photo and elicit Ss’ ideas as to what it
B: Thanks for that. shows. Then draw Ss’ attention to the question posted. Ss read it
A: No worries. then discuss how they would answer it in pairs. When they have
4 finished, elicit a few answers and find out if others agree.
A: And how are things going for you? b Ss read the responses, then discuss the questions in pairs.
B: Yeah, things are going, you know … When they have finished, elicit their ideas and check answers
A: You’ve got a new boss haven’t you?
with the class.
B: Yeah, that’s right. She’s been in place a couple of months now.
A: And how’s that working out?
B: Well, I mean you remember how things were before. Answers:
A: Sure, sure. 1 Both of them make personal accusations against either
B: Well it’s not like that anymore. clemence or selly, or at least suggest that the accusation
A: No? may be true.
B: No. She’s brought about a lot of change you know. perhaps you’re one of those people who shoot down ideas
A: The new boss?
but never offer any of their own …
B: Yeah, she’s brought about quite a lot of change, actually.
A: OK, that’s interesting. Oh not another do-gooder!
2 Perhaps he doesn’t see a value in engaging with someone
so rude.
b Ss compare their answers in pairs then listen again to check.
Check answers with the class. 3a Ss read the extracts then discuss which techniques the
contributors use in pairs.
Answers:
b Ss read the Focus box and check their ideas. Check answers
1 Probably negative as consequences tends to collocate with
with the class and answer any questions Ss have about the
words with a negative connotation.
information in the box. Elicit any other techniques they know of
2 Probably positive as continue to support tends to have a
and/or use.
positive connotation.
3 Probably negative as dealings tends to collocate with words
Answers:
with a negative connotation.
1 reframing rudeness as though it is thoughtful argument
4 Probably positive as bring about tends to collocate with
2 noting the points both contributors agree on
words with a positive connotation.
4 Ss match the statements with the responses and decide
7a Ss listen again and then decide on contexts in pairs. Elicit their
which techniques are being used individually, then compare their
ideas and check they make sense.
b Ss continue one of the conversations in pairs. When they have
finished, ask one or two pairs to perform each conversation for Answers:
the class. 1 b – reframing the rudeness
2 e – reframing the rudeness
Homework ideas
3 a – noting the points we agree on
Workbook: Exs 1–3, p66 4 d – noting points we agree on
5 c – noting points we agree on
5 Ss think of responses and write them down, using the

information in the Focus box to help them. When they are ready,
put Ss in pairs to compare their ideas.
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Prepare
Unit 8
6 Put Ss in pairs to choose a topic and allocate roles – one in

support of the statement and one against. Ss make notes on their
‘opinions’.
Write
7a Ss write their opinions and responses, continuing as
appropriate. Encourage the responders to be as challenging as
possible.
b When they have finished, ask Ss to read the conversation back
and discuss the question. Ask a few Ss to share their ideas with
the class.
c Rearrange Ss into different pairs and ask them to repeat
the activity.
Homework ideas
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Unit 9
9A Oral storytelling
The goal of this lesson is for Ss to relate a non-chronological
narrative. To help them achieve this, they will learn or revise
narrative tenses and verb–adverb collocations.
9A Oral storytelling
Goal | relate a non-chronological narrative Warm up
Language focus | narrative tenses
Vocabulary | verb–adverb collocations
When was the last time you gave a presentation?
Can fluently relate a complex and detailed narrative or
How did it go?
description using a non-linear sequence of points What techniques can you use when giving a presentation to keep
the audience interested?
9B Gossip
Ss discuss the questions in pairs.
Goal | take part in a work-based conversation
Language focus | reported speech
Vocabulary | gossip and rumours
Listening
Can recognise undercurrents in interaction and take appropriate 1 Focus attention on the photos and elicit what Ss can see. Put Ss
steps to guide the direction of discussion in pairs to discuss the questions. When they have finished, elicit
9C Rewilding answers from a few Ss and have a brief class discussion.
Goal | discuss a course of action 2a 9.1 Go through the words in the box so that Ss know what
Language focus | participle clauses and verbless clauses to listen for. Ss listen and order the words individually, then check
Vocabulary | improvement and deterioration in pairs. Check answers with the class. With stronger classes, you
GSE learning objective could ask Ss to say what they can remember about each thing, too.
Can present detailed, evidence-based arguments during
work-related meetings Answers:
9D English in action 1 nervousness (I’d been shaking uncontrollably throughout.)
Goal | answer questions in a job interview in detail 2 embarrassment (I just wanted to crawl into a hole in the
Vocabulary | employability and competencies stage and disappear.)
GSE learning objective 3 overconfidence (I thought I knew everything there was to
Can answer questions in a job interview in detail, interacting know about management; to show off my experience and
authoritatively, developing points fluently and managing expertise; hey, how hard can it be; They’re just a bunch of
interjections students, eager to hear my words of wisdom, right? )
Roadmap video 4 hopelessness (in a final act of desperation; This is the worst
Go online for the Roadmap video and worksheet. experience of my career.)
5 surprise (out of the blue; I don’t know what I’d been
VOCABULARY BANK expecting, but it certainly wasn’t that.)
6 relief (I felt all the stress and pressure lift off me.)
9A Adverbs for stories 7 pride (Best of all, that group of students passed their exams
with flying colours)
9C Landscape adjectives

MASTER YOUR SKILLS
Ss listen to the recording twice. The first time they listen, they
9A Master your writing order the words in the box, as in Ex 2a. The second time they listen,
Goal | write a narrative they make notes about what the speaker says about each one,
Focus | using emotive language then compare their notes in pairs. Check answers with the class.
Can write about complex subjects, underlining the key issues
and in a style appropriate to the intended reader Audioscript 9.1
9B Master your listening The lecture was going badly. I’d presented my carefully rehearsed
introductory slideshow on the fundamentals of business management
Goal | follow a group discussion
reasonably competently, albeit with a slightly shaky voice, and they’d
Focus | understanding overlapping
listened politely, if unenthusiastically, and now I was wrapping up
GSE learning objective the first part of my talk. I was hoping they hadn’t noticed that I’d been
Can infer meaning, opinion, attitude, etc. in fast-paced shaking uncontrollably throughout. But it was clear from their facial
conversations between fluent speakers expressions that they were bored to tears. As I looked out at the
auditorium, I felt my cheeks burning and I just wanted to crawl into a hole
in the stage and disappear.
Goal | understand arguments in a newspaper article
It was my first day in my new job as a university lecturer. Up to that
Focus | identifying flaws in an argument
point, I’d spent my entire career in business. And, well, I thought I knew
GSE learning objective everything there was to know about management. So when I was invited
Can understand complex arguments in newspaper articles to become a guest lecturer for a business skills course for one semester,
I jumped at the chance to show off my experience and expertise. I’d never
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spoken in front of a large audience before but, hey, how hard can it be, Optional alternative activity
Unit 9
I’d thought. They’re just a bunch of students, eager to hear my words of

wisdom, right? Arrange Ss in teams and ask them to do Ex 4 orally. Make sure they
Wrong. They didn’t care who I was or what I had to say. It was going to be don’t write any answers. When they have finished, give a board
a long semester. I took a deep breath and, in a final act of desperation, I pen to each team. Explain that each turn you’ll call out a number
turned off the slide projector, put down my notes and looked out at the in random order and one person from each team should come
audience. Up to that point, they’d just been a sea of disgruntled faces, to the board to write the answer for that gap. Make sure Ss still
but now, for the first time, I saw them as individual people with their own don’t write any answers in their books. The first team to write the
needs and motivations. ‘Why are you here?’ I asked. Silence. ‘What are you
correct answer wins a point. The team with the most points at the
hoping to learn from me?’ More silence.
end wins. Ss then complete the exercise in their books individually.
I’m just about to give up and go back to my computer. I’m thinking to
myself, ‘This is the worst experience of my career.’ But then, out of the
blue, one of the students near the back of the auditorium stands up
and says, ‘We already know lots of theory. But we don’t know what to 5a 9.2 Ss listen to the second paragraph of the story and
do with it in practice. Can you tell us a story about your experiences as answer the questions, then compare their answers in pairs. Check
a manager?’ Well, I don’t know what I’d been expecting, but it certainly answers with the class.
wasn’t that. But hey, I thought. I’ve got nothing to lose.
When I opened my mouth to start my story, I felt all the stress and Answers:
pressure lift off me: I was no longer recounting a pre-rehearsed talk,
1 As I placed my coffee cup back on the lectern, my hand
pretending to be something I wasn’t; it was just me talking about
slipped …
my passion for my management. I even found myself enjoying the
experience. And do you know what? They loved it too. They listened 2 … and I watched helplessly as the cupful of hot brown liquid
attentively. They asked questions. They kept coming back, week after washed all over my beloved laptop, which started hissing and
week. And at the end of the semester, when my course was due to finish, fizzing. I knew instantly that my beautiful presentation slides,
dozens of students wrote to the university authorities, begging for me to which I had spent weeks working on tirelessly, …
stay another semester. 3 … were lost forever, together with countless other invaluable
Best of all, that group of students passed their exams with flying colours files. My computer had died.
and several of them have gone on to become extremely successful. Of
course, I’m not claiming it was all down to me. But from that day on, I’ve
never again underestimated the power of a good story.
elicit their ideas and check answers with the class.
b Ss answer the question in pairs. Play the recording again if Answers:

necessary, then check the answer with the class. He spoke more quickly to create a sense of panic or urgency, to
raise the drama.
Answer: No. The speaker starts with how badly the lecture He spoke more slowly to focus on the long-term results and to
was going and then goes back to describe how he came to be create a sense of hopelessness.
giving the lecture before going on talking about what happened
at his first lecture and after it. c Ss practise saying the paragraph in pairs. When they have
finished, ask one or two Ss to read it for the class.
Language focus
Narrative tenses Stronger classes could read the notes at home. Otherwise,
3 Elicit what narrative tenses Ss know as a class and write an check the notes with Ss, especially the narrative techniques.
example of each on the board. Give Ss a few minutes to read the In each exercise, elicit the first answer as an example. Ss
language focus box to see how many are mentioned. Answer any work individually to complete the exercises, then check their
questions Ss have about the information in the box. Ss match the answers in pairs. In feedback, elicit Ss’ answers. Ss can refer to
examples with the points in the box then compare their answers the notes to help them.
Answers:
Answers: a 7 b 3 c 1 d 4 e 2 f 5 g 9 h 8 i 6 1 The correct order is: E, B, C, A, F, D
2 1 hadn’t eaten 2 headed 3 was eating 4 was due to hit
4 Ss complete the extract from the story individually, then check 5 was going to be 6 ran
Further practice
Answers: 1 took 2 looked out 3 had been going / had gone
4 had been listening 5 could 6 placed / was placing
7 slipped 8 washed 9 started 10 had spent 11 had died
12 was I going to survive / would I survive 13 noticed
14 were smiling 15 was going to be / would be
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Vocabulary Speaking
Unit 9
Verb–adverb collocations Prepare
6a Read the example with the class. Ss complete the sentences 7 9.3 Read the events of the story with the class and elicit
and underline the verbs individually, then check in pairs. Check their predictions as to what they think happened. Make sure Ss
answers with the class. understand that they need to put the events in chronological
order, not the order in which Celine mentions them. Ss listen and
Answers: order the events individually, then compare their answers in pairs.
1 listen closely, understand clearly Check answers with the class.
2 improved dramatically
3 continually adjust Answers: Chronological order: a, c, f, d, e, b
4 going badly She mentioned the events almost in chronological order, except
5 presented competently, listened politely, listened that she described how the garden had become overgrown first.
unenthusiastically
6 shaking uncontrollably Audioscript 9.3
C: OK, here’s where I’ve got to with my story. Ahem … I realised
Vocabulary checkpoint something was wrong as soon as I saw the state of the garden.
Where once there had been a carefully manicured lawn, there was
Most adverbs are formed by adding -ly to the adjective.
now a wild and weed-filled patch of knee-length grass; and where
However, if an adjective ends in -ic (e.g. dramatic), we add the elegant summerhouse had stood magisterially overlooking the
-ally (e.g. dramatically ). whole garden, there was now just a broken wreck of glass shards
and splintered wood.
b Refer Ss back to the text in Ex 4 to find more verb–adverb T: Er, Celine … it’s supposed to be a story. Does anything actually
happen?
collocations. Ss find them individually then check in pairs. Check
C: I’m just getting to that. I knew the garden like the back of my hand,
as I had been coming here since my early childhood. Indeed, one of
my earliest childhood memories was the time I’d lost my beloved
Answers: go swimmingly, listen attentively, take notes ragdoll, Polly, somewhere in that garden, and how my whole family
assiduously, watch helplessly, know instantly, work tirelessly, had spent hours searching for her, while I’d been sobbing incessantly
smile encouragingly at the loss of my favourite toy. I always loved visiting the garden,
which was a paradise for a small child with a big imagination. But
there was always one thing that I didn’t like: the creepy cat that lived
there, which had a habit of smiling condescendingly whenever it
Put Ss in pairs to try to think of another verb which collocates with saw me.
each of the adverbs in Exs 6a and 6b. When they have finished, M: Hang on a second. Cats can smile, condescendingly or otherwise?
elicit their ideas and write them on the board. C: Not all of them. But this one could. Anyway, I’d stopped visiting the
garden when I’d left home at 20, but now, here I was, ten years later,
visiting with my own small children. But as I approached their garden
Suggested answers: gate, I was shocked to see the garden so badly neglected. Something
assiduously: avoid sth, work attentively: read, watch was badly wrong. Tentatively, I pushed the gate open and stepped
badly: behave, sleep clearly: explain, think hesitantly into the garden.
closely: follow, look competently: write, perform T: I’ve got a bad feeling about this. Something bad’s going to happen,
dramatically: change, increase encouragingly: nod, say sth isn’t it?
helplessly: look on, shrug instantly: recognise, respond C: Possibly. I haven’t decided yet. Anyway, I spent a few minutes
wandering aimlessly around the garden, looking vainly for any clues
politely: ask, refuse swimmingly: no other collocations
as to what had happened. I was about to give up and go home when,
tirelessly: labour, campaign uncontrollably: laugh, shiver all of a sudden, out of the corner of my eye, I spotted something
unenthusiastically: agree, clap moving. I turned to look … and there, sitting on the doorstep of the
derelict summerhouse, was a cat.
M: The creepy one? Was it still alive after all those years?
VOCABULARY BANK 9A p174 C: Stop interrupting! I stared in disbelief at the cat, which looked eerily
familiar. Then, to my astonishment, it smiled at me, condescendingly,
Adverbs for stories and slid through the half-open doorway into the summerhouse.
These optional exercises build on the lexical set in the T: No, Celine! Don’t follow it into the house! You’ll regret it!
vocabulary section. C: It’s OK, Tony. It’s just a story. Anyway, I push the door open. It’s gloomy
1a Ss choose the correct options individually, then compare inside. At first, all I can see is the glass-strewn floor and the mess of
weeds and broken furniture scattered around the edges of the room.
But as my eyes become accustomed to the murky darkness, I notice
Answers: something else, sitting in the centre of the room, as if it has been
waiting patiently for me.
1 b 2 b 3 a 4 a 5 b 6 a 7 b 8 b 9 b 10 b
M: The cat?
b Ss complete the sentences individually, then compare C: No. It was Polly, my long-lost ragdoll. And she was smiling
their answers in pairs. Check answers with the class. condescendingly. I turned on my heels and ran out of the garden as
fast as my legs could carry me.
Answers: 1 Daringly 2 Heartlessly 3 tantalisingly T: Whoa! And that’s the end of the story?
4 vacantly 5 acrimoniously 6 flippantly C: Er, yeah, I guess so. What do you think?
T: Not bad. It still needs a bit of work. But there’s definitely some
potential.
Further practice
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8 Put Ss in pairs and refer them to the ideas on page 186 and
Unit 9
ask them to either choose one of these or use their own story. 9B Gossip
Ss plan the events in chronological order. Monitor and help with
on the board.
Introduction
Speak The goal of this lesson is for Ss to take part in a work-based
9 Read the instructions with the class and ask pairs to plan how conversation. To help them achieve this, they will learn or revise
they can retell the story. reported speech and vocabulary related to gossip and rumours.
10 Put pairs together to tell and comment on their stories.
Monitor and make notes on Ss’ language use for later class Warm up
feedback. When they have finished, ask each group to choose
the best story and tell it to the class. Give Ss feedback on their
Do you have many gossip magazines or newspapers in your
country?
Do you ever read celebrity gossip? Why/Why not?
Ss discuss the questions in small groups.
How confident do you feel telling a story in English now?
What other techniques can you use to make telling stories Vocabulary
more effective?
Gossip and rumours
finished, ask if anyone wants to share their ideas with the 1 Write gossip on the board and check understanding. Ss discuss
class, but don’t force them to if they’d rather not. the questions in small groups. When they have finished, nominate
a student from each group to share their ideas with the class and
find out if others agree.
Homework ideas
Language bank: 9A Ex 1–2, p163 Suggested answers:
Workbook: Exs 1–4, p68 1 It can make the ‘victim’ feel bad, especially if the rumours
App: grammar, vocabulary and pronunciation practice are cruel and/or untrue. It can cause people to fall out with
each other. In the long term, it may discourage people from
trusting each other with their secrets.
2 It can help people to bond with the people they’re talking to
and feel like part of a community. It allows people to learn
useful information about other people (e.g. who is honest,
who is selfish, etc.) as long as the gossip is true. It can
discourage people from bad behaviour (e.g. lying).
2 Ask Ss to match the phrases with their definitions individually

then compare their answers in pairs. Check answers with the class.
Answers:
1 i 2 j 3 h 4 f 5 k, a 6 g 7 c 8 b 9 e 10 d

Write the following on the board:
1 You want to hear the latest gossip.
2 You want to share some gossip without revealing the source.
3 You want to explain that you worked out somebody’s secret.
4 You want to explain that some rumours (probably) aren’t true.
5 You want to criticise a person for gossiping maliciously.
Put Ss in pairs and ask them to identify which phrases from Ex 2
they could use in each situation. Tell them they may need to
use more than just the phrases in bold and that there are some
phrases they will not need. When they have finished, check
Answers:
1 Have you got any juicy gossip for me?
2 Rumour has it, I heard it through the grapevine, A little bird
told me
3 reading between the lines, put two and two together
4 take it with a pinch of salt
5 two-faced
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3 Read the example with the class, then put Ss in pairs to roleplay b 9.5 Go through the questions with the class so they know
Unit 9
their conversations. When they have finished, ask a few pairs to what to listen for. Ss listen and answer the questions, then
perform their conversations for the class. compare their answers in pairs. Check answers with the class.
Teaching tip Answers:

Asking Ss to use vocabulary they’ve just learnt like this in a 1 She isn’t worried about them. She seems slightly annoyed
productive, creative way helps them to convert receptive about them.
vocabulary (i.e. vocabulary they recognise but might not use) 2 She’s been involved in some top-secret negotiations with a
into productive vocabulary (i.e. vocabulary they feel confident potential client, which have tended to overrun.
using) by mapping them to contexts they’ve created themselves. 3 No. Wanda has told her repeatedly that she’s delighted with
her work, which she sees as the best way to resolve the
company’s little crisis.
Further practice
Photocopiable activities: 9B Vocabulary, p244 Audioscript 9.5
Part 3
L: Oh hi, Marcel.
M: Ah, Lena! We were just talking about you this afternoon.
Listening L: Really? Why?
M: Well, you see it was mentioned at today’s management meeting that
4a 9.4 Tell Ss that they’re going to listen to two extracts:
there are going to be some redundancies and, er, I hate to be the
part of a business meeting and a later, related conversation. Read bearer of bad news, but your name is rumoured to have cropped up
the descriptions with the class so they know what to listen for. at the meeting, Lena.
Ss listen and match the people with the descriptions individually, L: Really. And were you actually at the meeting, Marcel?
then check in pairs. Check answers with the class. M: No, but, well, I heard it through the grapevine. Apparently, it was said
that you were always late for everything and, well, Wanda’s looking
Answers: 1 Wanda 2 Vicky 3 Niko 4 Lena 5 Marcel for excuses to get rid of people.
L: Right. Well, I’d take that information with a pinch of salt if I were you,
Marcel. For one thing, the reason I’m often late is that I’m involved
Audioscript 9.4 in some top-secret negotiations with a potential client, which have
Part 1 tended to overrun. And for another, Wanda has told me repeatedly
N: Any idea what this meeting’s about, Vicky? that she’s delighted with my work, which she sees as the best way to
V: Not exactly, Niko, but I can guess. Rumour has it that there are going resolve our company’s little financial crisis.
to be some redundancies. M: Er, I must have got hold of the wrong end of the stick. Sorry, Lena.
N: Really? What makes you say that? L: It’s OK. You’re forgiven.
V: Well, we all know our sales have been terrible recently, and yesterday M: Great. Now, what about those top-secret negotiations? Why haven’t
a little bird told me Wanda had been in contact with some specialists I heard about them before?
in downsizing operations. So I just put two and two together.
N: Well, I’m not sure it’s a good idea to jump to conclusions. Let’s wait
and see what Wanda says. Is anyone else coming? Language focus
V: Er, Lena was also invited, but it looks like she’s late … again. I wouldn’t
be surprised if she’s at the top of Wanda’s redundancy list. Reported speech
N: Hmm. I don’t think we should be speculating about things like that. 5 9.6 Read the example with the class, then ask Ss to
There could be all sorts of reasons why Lena’s late. Anyway, here complete the reported sentences individually, then compare their
comes Wanda now. Why don’t you ask her. answers in pairs. Play the recording for Ss to check their answers,
W: Ah, good, you’re both here already. Lena sent a message to say she then check answers with the class.
can’t make it today, but I’m sure we’ll manage without her.
V: Do you mean at this meeting, or … are you talking more long term?
W: No, just today. Anyway, I’ve called this meeting because, as you’ll have
Answers: 1 had been 2 she can’t make 3 ’d be getting
noticed, we’re going through a bit of a rough patch financially, and 4 there are going to be 5 have cropped up 6 were 7 she’s
we’re looking at cost-saving measures.
V: Like redundancies? 6 Check understanding of ‘backshifting’ (moving the tense back in
W: Well, we shouldn’t be talking about redundancies at this stage. You reported speech). Give Ss time to read the language focus box and
know how gossip like that can spread like wildfire and really poison answer any questions they have about the information. Ss answer
the atmosphere. No, we can’t rule anything out, but for now, please
the questions individually, then compare their answers in pairs.
don’t mention anything about redundancies outside this room.
V: You can trust us, Wanda. Our lips are sealed.
Part 2
Answers:
M: So? How was the meeting, Vicky? Any juicy gossip?
V: No, although perhaps it might not be a bad time to update our CVs. 1 1, 3 and 6
M: Really? Why? Are there going to be redundancies? 2 In 2, it’s still true (at the time of speaking) that she can’t make
V: Well, we can’t really say. But … rumour has it that … it, in 4, the speaker (Marcel) is implying that the information is
N: I think we should just leave it, Vicky. You heard what Wanda said. still true, in 5, backshifting isn’t possible because the verb is
M: Redundancies? That’s terrible! So did Wanda say who’d be getting the an infinitive (to have cropped up), in 7, the reporting verb is in
chop?
the present perfect (has told ).
N: I really don’t think we should be discussing this. It’s all just hearsay.
3 4, 5, and 6. 4 and 6 use It as the subject, while 5 has a raised
V: Well, let’s just say I wouldn’t want to be in Lena’s shoes.
M: Lena? Oh dear. Presumably it’s because she’s always late. subject.
V: Possibly. I wouldn’t like to say.
N: I think you might have got hold of the wrong end of the stick, Vicky.
It’s really not healthy to speculate like this.
M: Hmm. Poor old Lena. I’ll miss her when she’s gone.
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7a 9.7 Ss listen to the pairs of sentences and decide which Speaking
Unit 9
words are stressed, then compare their answers in pairs. Check

answers with the class. Prepare
9 Put Ss in A/B pairs and refer them to the relevant pages. If you
Answers: have an odd number of Ss, have one group of three with either
1a Sasha mentioned that you’re leaving. two As or two Bs working together. Give them time to read their
b It was mentioned that you’re leaving. information. Monitor and offer help where necessary.
2a Bruce argued that it was unfair.
b It was argued that it was unfair. Speak
In sentence a in each case, the focus is on the person who 10a Ask Ss to carry out their roleplays. Monitor and make a note
made the statement. of Ss’ language use for later class feedback.
In sentence b in each case, the focus is on the fact that the b When they have finished, nominate a student from each pair to
statement has been made rather than who made it. report back to the class and say who they think is a better gossip.
8 Read the example with the class. Ss rewrite the statements Reflection on learning
individually, then compare their answers in pairs. Check answers Write the following questions on the board:
with the class or invite fast finishers to write them on the board. What new information did you learn about reported speech
Answers: In what ways do you think this will help you in the future?
1 Malicious gossip is widely believed to serve no useful Put Ss in pairs to discuss the questions. When they have
purpose. finished, ask if anyone wants to share their ideas with the
2 The rumour is thought to have been started as a joke. class, but don’t force them to if they’d rather not.
3 He is alleged to have been stealing from the company.
4 More people were expected (by the managers) to come to
the meeting. Homework ideas
5 Sharing gossip is considered (by scientists) to be a great way Reflection on learning: Ss write their answers.
to reduce your stress levels. Language bank: 9B Ex 1–2, p163
6 Daniel is rumoured to be thinking of applying for the job. Workbook: Exs 1–5, p69
Stronger classes could read the notes at home. Otherwise, Fast route: continue to Lesson 9C
check the notes with Ss, especially the use of passive Extended route: go to p104 to Master your listening
reporting verbs. In each exercise, elicit the first answer as an
example. Ss work individually to complete the exercises,
Answers:
1 1 Angela asked me if I had any idea what had happened to you.
2 She added that she hadn’t heard from you for ages.
3 I told her that (actually) I was seeing you today in the/this
café.
4 I asked whether I should send you a message to see if
you’d mind if she joined us.
5 She told me that (she was afraid) (that) she was going to
be tied up all day today.
6 She explained that there was a meeting at her office
that she absolutely had to attend and that she
wasn’t allowed to be late / she couldn’t be late.
2 1 are believed to have stolen
2 is assumed to be / to have been
3 is considered to be / to have been
4 are rumoured to have been trying
5 are said to have been rejected
Further practice
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Language focus
Unit 9
9C Rewilding Participle clauses and verbless clauses
4 Give Ss time to read the language focus box and ask you any
questions they have about it. Then ask Ss to find more examples
Introduction of the clauses in the text individually, then compare answers in
The goal of this lesson is for Ss to discuss a course of action. To pairs. Check answers with the class.
help them achieve this, they will learn or revise participle clauses
and verbless clauses, and vocabulary related to improvement and Answers:
deterioration. Participle clauses: having been mown intensely for years;
while boosting wildlife and even reducing the stress-levels
of frustrated commuters; with parks, farms and gardens
Warm up
increasingly being transformed; Straddling the vast southern
Tell the class that a school has some open space outside and expanses of Chile and Argentina; after making their fortune;
wants to make a school garden. Put Ss in pairs to design the school First proposed by Russian scientist Sergey Zimov; before being
garden and think of what they might grow or use the space for. overhunted; All being well
Monitor and help with vocabulary where necessary, writing any Verbless clauses: While controversial to some; If successful
new words and phrases on the board. When they have finished,
ask pairs to present their ideas to the class and hold a class vote 5a 9.10 Point out that we tend to have a rise-fall intonation at
for the best one. the end of the first clause. Play the recording for Ss to listen and,
individually, identify the word in each sentence that contains the
rise-fall intonation. Allow them to compare their answers in pairs
Reading and then check answers with the class.
1 Focus attention on the photos and elicit what Ss can see.
Read the questions with the class, then put Ss in pairs to discuss Answers: 1 complaining 2 many 3 garden
them. When they have finished, elicit Ss’ ideas but don’t give any
answers yet. Audioscript 9.10
2 You may want to pre-teach verges, mow and meadows. Ss read 1 Instead of complaining, do something about it.
the article quickly to check their predictions in Ex 1. In feedback, 2 Hated by many, insects nonetheless perform a vital function.
elicit which of their predictions were correct. 3 Looking at their garden, I get lots of ideas.
Answers: b Play the recording again for Ss to listen and repeat. Encourage
A The photo shows a forest in Siberia. The rewilding project them to try to use the same intonation as the speakers.
aims to remove the forest and replace it with the grassland 6 Read the example with the class. Ss rewrite the sentences
that was here before humans overhunted the animals. individually, then compare their answers in pairs. Check answers
B The photo shows sheep ranching. The rewilding project in with the class.
the article aims to remove these ranches and restore the area
to its original condition. Answers:
C The photo shows Rotherham’s ‘River of Flowers’, which is a 1 Not realising that the meadow had been rewilded, the
successful example of rewilding in Britain. visitors parked their cars all over it.
2 Planted last year, these wildflowers have transformed this
Optional extra activity patch of wasteland.
Write the following statements on the board: 3 If in (any) doubt, call me.
4 Never having done anything like this before, I wasn’t sure
1 It started as a small project and later grew dramatically.
what to do next.
2 It was initiated by two members of the same family.
5 Although rather rare, these butterflies aren’t exactly on the
3 It serves as a model for organisations wishing to cut costs.
verge of extinction.
4 Not everybody is happy with it.
6 Not wanting to pick flowers from the meadow, I bought some
5 It may lead to lower anxiety.
from a shop.
6 It is intended as an experiment.
7 It might one day cover parts of two continents.
7a Ask Ss how they feel about rewilding in general, then read the
8 The land was previously used for farm animals.
example with the class and ask who agrees. Ss make notes using
9 Many of the original animals were killed by people long ago.
the prompts individually. Monitor and check Ss are forming the
Ask Ss to read the article again more carefully and decide if each
clauses correctly.
sentence refers to the project in Rotherham (R), Patagonia (P) or
b Put Ss in pairs to discuss their ideas from Ex 7a. When they have
Siberia (S). Allow Ss to compare their answers in pairs, then check
finished, ask a different student what they wrote for each prompt
and find out if others agree.
Answers: 1 R 2 P 3 R 4 P 5 R 6 S 7 S 8 P 9 S

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S: Well, according to a recent report, one of our neighbours has
Unit 9
LANGUAGE BANK 9C pp.162–163 managed to reduce its grass-cutting costs by £40,000, having spent
Stronger classes could read the notes at home. Otherwise, only £17,000 buying and planting wildflower seeds.
check the notes with Ss, especially the common fixed A: OK, OK, but it’s not just a question of going out and buying wildflower
expressions. In each exercise, elicit the first answer as an seeds and sprinkling them around randomly, is it? You need to know
what you’re doing and, frankly, we don’t have that kind of expertise
here. We want to simplify things as much as possible this year.
compare their answers in pairs. In feedback, elicit Ss’ answers.
S: There’s a local agency that can manage everything for us, all for a
Ss can refer to the notes to help them. reasonable one-off price. The £17,000 I mentioned earlier actually
included £7,500 in consultation and management costs. The seeds
Answers:
themselves cost next to nothing. So having paid those high fees
1 1 That said 2 judging by 3 all being well once, we’ll have much lower costs in future years.
4 Bearing in mind 5 given the chance L: That’s all well and good, but our priority has to be safety, doesn’t
6 all things considered it? On blind corners, tall grass and thick clumps of weeds can really
2 1 while on 2 Feeling embarrassed 3 Having spent impair people’s ability to see clearly. So your rewilding project could
4 Nobody having 5 First/Although published really hinder our efforts to make our roads safer.
S: That’s why I said we should dramatically decrease the amount of
grass-cutting, not do away with it entirely. We absolutely need to put
Further practice safety first, which means maintaining excellent visibility at all costs.
Photocopiable activities: 9C Language focus 1, p245; Having said that, the vast majority – 97 percent – of the area of
those verges has no impact whatsoever on visibility and safety.
A: 97 percent? It sounds like you’ve been doing your research. Very
App: 9C Grammar practice 1 and 2 impressive.
S: Well, the 97 percent is just an estimate, based on extrapolating from
a random sample of roads. But I think it’s certainly a reasonable ballpark
Vocabulary figure. All things considered, rewilding makes total sense for us.
L: I’m not so sure. What about litter? Keeping the grass short really
Improvement and deterioration facilitates the process of collecting litter. Litter is hard enough to
8 9.11 Tell the class that they’re going to listen to part of a keep under control at the best of times, but that problem would be
local council meeting about a potential rewilding project. Read the compounded by long grass.
questions with the class so they know what to listen for, then play S: That’s actually a good point. The litter-collecting process can be
the recording for Ss to answer the questions. Check answers with hampered by long grass, but my research suggests it only adds
around 10 percent to the time required.
the class.
A: OK, I’ll tell you what we’ll do. I’ll call a meeting of the council executive
committee to discuss this matter in greater detail. I’d like you to
Answers: research rewilding as deeply as possible in order to justify your
Objection 1: The verges will look terrible. proposal and deal with whatever objections might arise. We’ll need
Evidence: Opinion polls show that the vast majority of local to convince the committee that we’re alleviating problems, not
residents think rewilding enhances the appearance of the aggravating them. Can you do that in time for, say, this time next
verges. week?
S: Absolutely. Thanks, Angus. I’ll get to work on it immediately.
Objection 2: Tight budget constraints
Evidence: Neighbouring borough has saved £23,000
(= £40,000 minus £17,000). 9a With weaker classes, go through the words in the box first
Objection 3: Lack of expertise and check understanding. Ss complete the extracts individually,
Evidence: Local agency can do everything for a reasonable then listen again and check their answers. Give Ss a chance
one-off price. to compare their answers in pairs, play the recording again if
Objection 4: Safety on blind corners necessary, then check answers with the class.
Evidence: 97 percent of verges have no impact on safety, based
on extrapolating from a random sample. Answers: 1 beautify, undermines 2 deteriorate
Objection 5: Harder to collect litter 3 enhanced 4 rectify 5 exacerbate 6 impair 7 hinder
Evidence: Research suggests it only adds around 10 percent to 8 facilitates 9 compounded 10 hampered
the time required. 11 alleviating, aggravating
Audioscript 9.11 b Put Ss in pairs to think of synonyms. Monitor and offer help
where necessary. When they have finished, elicit their ideas and
A: Right, so the next item on the agenda is, er … roadside verges. Not
write them on the board.
much to say there, I guess – presumably we’ll just do what we always
do: keep them neat and safe, right Sonia?
S: Well, not necessarily, Angus. This year, I wonder if we could Teaching tip
try something new. I’d like to plant some wildflower seeds and It’s a good idea for Ss to mark the stress when recording new
dramatically reduce the amount of grass-cutting we do each year. words and phrases in their notebooks. In order to encourage
L: I’m sorry, Sonia, but that’s a terrible idea. We’ve spent years and
them to do this, make sure you regularly mark the stress when
years, not to mention a small fortune, trying to beautify our verges,
so I don’t want to do anything that undermines all that good work.
writing new words and phrases on the board.
Without regular cutting, the quality of our verges will deteriorate
really quickly. They’ll look terrible after a few months.
S: Well, actually, no. According to opinion polls, wherever it’s been tried
before, the vast majority of local residents have agreed that it’s
actually enhanced the appearance of the verges, because …
A: I know, Sonia. I’ve seen the photos too. It’s called ‘rewilding’, isn’t it? I
know some of our neighbouring councils have tried it, but I’m afraid
we’re under extremely tight budget constraints. We’ve got enough
financial problems already, which we’re working hard to rectify. I don’t
want to exacerbate those problems by trying expensive experiments.
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Unit 9
Landscape adjectives 9D English in action
This optional exercise builds on the lexical set in the
vocabulary section.
1 Ss match the words in bold with the definitions Introduction
individually, then compare their answers in pairs. Check The goal of this lesson is for Ss to practise answering questions
answers with the class. in a job interview in detail. To help them achieve this, they will
Answers: 1 f 2 h 3 d 4 j 5 k 6 c 7 a 8 e 9 b learn phrases for describing a past situation in detail, as well as
10 i 11 g vocabulary related to employability and competencies.
Further practice
Warm up
Put Ss in small groups and ask them to discuss what they think is
the most difficult question to answer in a job interview. When they
have finished, elicit their ideas and ask the class to choose the
most difficult.
Speaking
Prepare Vocabulary
10 Put Ss in groups of at least four and ask them to split into two
Employability and competencies
teams. Direct them to page 187 to read their information and
1a Focus attention on the pictures and elicit what Ss can see.
discuss the questions. Monitor and help with ideas where necessary.
Give Ss a couple of minutes to read the quotes, then put them
Speak in pairs to discuss how far they agree with each one. Encourage
11 Ss conduct the roleplays in their groups. Monitor and make them to refer to their experience of interviews or similar situations
notes on Ss’ language use for later class feedback. When they to justify their opinions. When they have finished, elicit answers
have finished, ask each group what (if any) conclusions they from a few Ss and have a brief class discussion.
reached. Give Ss feedback on their language as a class. b Draw three columns on the board. At the top of them write
Before, During and After. Ss make lists of advice in pairs. Monitor
Reflection on learning and help with vocabulary where necessary. When they have
finished, invite Ss to the board to write their ideas in the correct
columns. Invite the rest of the class to read the advice on the
What were the three most useful words or phrases you learnt
board and ask if they agree.
2 Give Ss a minute to read the dictionary definitions and check
How will you use them in the future?
understanding, then answer the question in pairs. Elicit Ss’ ideas
as a class.
Employability competencies refer to wider skill sets which
Homework ideas
aim to help you be successful in any job.
Language bank: 9C Ex 1–2, p163 3a Read the example with the class. Ss match the words and
Workbook: Exs 1–5, p70 phrases with the definitions individually, then compare their
App: grammar, vocabulary and pronunciation practice answers in pairs. Check answers with the class.
Answers: 1 resilience 2 critical thinking 3 perseverance

4 adaptability 5 growth mindset 6 autonomy
7 entrepreneurial skills 8 business acumen
9 tolerance of ambiguity 10 professional confidence

Put Ss in pairs to think of more competencies that an employer
might look for in a candidate. When they have finished, elicit their
ideas and write them on the board, adding in the ideas in the
Suggested answers if you wish.
Suggested answers: ability to work under pressure,

analytical skills, communication skills, customer service
orientation, dependability, leadership, negotiation and
persuasion, organisation and prioritisation, positive outlook /
enthusiasm, teamwork/collaboration, technical literacy

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Listening 1 for the hours I was going to do for free. At the end of the summer,
Unit 9
the company wanted me to stay on as their number one breakfast

4a Go through the rubric with the class and ask if anyone snack seller, but I had to go back to university. So yes, it was a great
has heard of the STAR technique. Ss read the information and experience, but maybe not those 6 a.m. starts!
I: OK, great. Thanks, Laura. Right, so our next question …
complete it with the questions individually, then compare their
Answers: 1 e, b 2 g, a 3 d, h 4 c, f check answers with the class.
b Ss discuss the questions in pairs. When they have finished, elicit Suggested answers:
their answers and have a brief class discussion. 1 autonomy, business acumen, critical thinking, growth
5a 9.12 Ss listen to the extract and answer the questions mindset, perseverance
in Ex 4a, then compare their answers in pairs. Play the recording 2 The interviewer is looking for people with a good range of
again if necessary then check answers with the class. competencies, so every example may make a difference, even
if it’s part of a different answer. Of course, it’s best to focus on
Answers: the competencies that are most relevant to the job.
e It was during the summer after Laura’s first year at university.
She stood outside railway stations selling breakfast snacks. 6 Ss complete the Useful phrases 1 box individually, then compare
b She was trying to earn money to pay for her studies. their answers in pairs. Check answers with the class and drill the
g She wanted to convince her boss to give her more hours phrases chorally and individually.
each day.
a She needed to earn as much money as possible and she felt Answers: 1 example 2 experience 3 Anyway 4 offered
it was a waste to get up so early and spend so much time 5 Eventually 6 hunch 7 experiment
travelling for so few hours’ work.
d She offered to work for free for two extra hours a day for a week. 7 Ss classify the statements individually, then compare their
h She offered to take the unsold snacks back to the depot herself. answers in pairs. Check answers with the class.
c Yes. She sold a lot more snacks and was paid for more hours
each day. Answers: 1 A 2 R 3 R 4 T 5 R 6 A 7 S 8 R
f The company learnt useful information about its market and
Laura gained valuable skills and experience. Listening 2
Audioscript 9.12 8a 9.13 Give Ss time to read the summary, then elicit what
type of information is missing from each gap. Ss listen and
I: Right, well, if you’re ready, Laura, let’s get started. Now, we’ve had a
complete the summary, then compare their answers in pairs.
good look at your CV, but now we’d like to find out a bit more about
you as a person. Can you tell us about a time when you demonstrated Check answers with the class.
entrepreneurial skills?
L: OK. Well, perhaps a good example comes from the end of my first Answers: 1 volleyball 2 coach 3 performance 4 confront
year at university, when I had a summer job in sales and marketing for 5 solution 6 resign 7 apologised 8 approach 9 league
a breakfast snack manufacturer. I needed to earn some money to pay 10 captain
for my studies, you see. Actually, it wasn’t as glamorous as it sounds:
it involved standing outside railway stations from, um, six in the
Audioscript 9.13
morning until nine o’clock, and trying to persuade people to buy my
snacks. It was a great experience for me because it really brought me I: Right. Let’s move on to the last question now, Laura. Can you tell me
out my shell: I was pretty withdrawn and introverted to begin with, about a time when you demonstrated resilience?
but I soon learned that the only way to sell to strangers was to make L: Resilience? OK, well, maybe I can give an example from my
eye contact and start conversations with them. experiences as a volleyball player. You see, I’ve always loved
Anyway, after a few weeks, I noticed that my sales were peaking in volleyball, and I’ve dedicated a lot of time towards perfecting my
the final hour, just before I stopped at nine o’clock. So I wanted to find game, week in, week out, since I was a teenager.
out whether I could sell more snacks by working a few extra hours I: Er … sorry, but I don’t quite see the relevance. The question was
each day – after all, I needed as much money as possible, and, to be about resilience.
perfectly frank, once you’ve got up at four o’clock and travelled across L: Yes, well, I’m just getting to that. You see, for a long time, I dreamed
the city to get to work, it makes sense to work more than three of becoming the captain of our volleyball team, but our coach
hours! But I knew my boss would be reluctant to pay me for those seemed to have it in for me. I mean, no matter how hard I tried,
extra hours, so I needed to tread carefully. he kept putting me down and blaming me for our team’s poor
So what I did was I offered to stay at work until eleven o’clock each performances and results. It was an absolute nightmare.
day for a week, for no extra wages. At first my boss resisted, because I: I’m sure.
they had a procedure in place for a driver to come and collect any L: And I’m pretty sure it wasn’t my fault. A lot of my teammates
unsold snacks from me at nine o’clock, and they didn’t want to keep commented regularly that I seemed to be being singled out unfairly,
the driver waiting until eleven. So I offered to drop off the unsold as did quite a few of our fans, which was a huge relief because I
snacks at their depot myself – because it was on my way home was starting to believe the constant criticism. But to be honest,
anyway. Eventually, and very reluctantly, my boss agreed, and I even if the criticism had been fair, it wasn’t helpful. I mean, I needed
started my week-long experiment the next day. coaching and advice at that stage in my playing career, and all
It turned out that my hunch had been correct: the peak time for that constant negativity was having a bad impact on my match
people to buy breakfast snacks was between 8.30 and 10.30. The performance. I came to the conclusion that it couldn’t go on like this
company’s marketing specialists had assumed it would appeal for much longer. I started to think I should give up on volleyball and do
mainly to rush-hour commuters grabbing a snack at the crack of something more rewarding instead. I thought about it for a few days,
dawn, whereas my little experiment revealed that the main market and I decided that instead of running away from the problem, I should
was actually the tail-end of the rush hour: students on their way to confront it head on in order to find a solution. So one day, after
lectures, parents returning from the school run and so on. So I sold a training, I approached my coach to discuss my future with the team.
lot more breakfast snacks! My boss was delighted, and agreed for me I explained how his constant criticism was making me feel. And he
to work two extra hours each day, and even offered to pay my wages said …
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I: Don’t tell me. He tried to deny it.
Unit 9
L: Yes, exactly. He said it was all in my mind, and I should stop being so Reflection on learning
sensitive. I was seething by now, as you can imagine, but I decided to Write the following questions on the board:
bite my tongue and keep trying to find a solution. I took a deep breath What helped you most in today’s lesson with interviews?
and explained, as calmly as I could, that things needed to change or
How do you think you’ll use the STAR technique in the future?
else I’d be forced to resign from the team.
I: A bit risky, wasn’t it? Put Ss in pairs to discuss the questions. When they have
L: Er, no, actually. I really was prepared to leave. I was just telling the finished, ask if anyone wants to share their ideas with the
truth and trying to work out a solution. And it worked. The penny class, but don’t force them to if they’d rather not.
seemed to drop and he apologised for his behaviour. It turned out
that he was fairly new to the world of coaching and that his own
coach had used similar tactics on him years earlier. He really thought Homework ideas
it was just the way you’re supposed to coach people! From that day Workbook: Exs 1–5, p71
on, he stopped being so negative and started offering a lot more App: grammar, vocabulary and pronunciation practice
guidance and support.
I: Wow! Really? He changed his approach overnight? Roadmap video
L: Well, there were a few lapses, of course, but overall, yes, it was a
dramatic change for the better. And, well, we went on to win the Go online for the Roadmap video and worksheet.
league, which was wonderful. I even ended up as team captain.
I: Excellent. OK, so that’s the end of our questions. Do you have any
questions you’d like to ask us about the job?
b Ss discuss the questions in pairs. In feedback, elicit Ss’ answers

and have a brief class discussion. 9A Master your writing
Suggested answers:
1 Yes. She kept going in the face of setbacks and criticism from
her coach. She didn’t give up when he denied her accusations.
Introduction
2 She kept going in the face of interruptions and criticism from Ss develop the skill of writing a narrative by learning how to use
the interviewer. It’s possible that this was a deliberate tactic emotive language.
by the interviewer to test her resilience.
Warm up
9a Have Ss listen to the recording of the two interview answers
and elicit Ss’ feedback on which one was more effective (the Write the following questions on the board:
second one). Elicit the reason for this, i.e. that in the first extract What’s the best story you’ve ever read?
the speaker hesitates and uses lots of ‘um’s and ‘ah’s, which breaks Who wrote it?
up the flow of her story. Why was it good?
b Ss discuss in pairs. In feedback, elicit Ss’ answers and have a Ss discuss the questions in pairs.
1 Focus Ss’ attention on the photos. Then direct Ss to discuss the
Suggested answers: questions in pairs. When they have finished, elicit Ss’ responses
It’s a good idea to plan what you are going to say, both in terms and have a brief class discussion.
of content and wording. The more preparation you do in 2a Focus attention on the title of the story and elicit Ss’ predictions.
advance, the better you will cope on the day. You may want to pre-teach dissipated, windscreen and hum.
It’s also a good idea to learn some stock phases that you can b Ss read the story quickly and check their ideas.
use to help play for time, for example:
That’s a very good question. Answers: It’s a science-fiction story about a man who is bored
I’m glad you asked me that because … with the monotony of life and longs for adventure, but when
What I mean by that is … hope appears, he discovers that he’s not who he thought he was
and isn’t actually human.
Speaking c With weaker classes, go through the points describing the

Prepare structure with the class and check understanding. Ss read the
story again and put the structure in the correct order individually,
10a Refer Ss back to the list of competencies in Ex 3, then give
then compare their answer in pairs. Check the answer with the
Ss time to choose three and think about times they demonstrated
class.
each one. Suggest they make notes as they think.
b Remind Ss of the STAR technique, then put them in pairs to
Answer: The correct order is b, e, f, d, a, c.
plan and practise their stories. Monitor and help where necessary.
Speak 3 Give Ss time to read the Focus box or read it with the class.
Answer any questions Ss have. Put Ss in pairs to discuss which
11 Put Ss in new pairs and go through the information with the
emotions the example sentences evoke. Check answers with
class. Make sure they realise they swap roles after each question.
the class.
Ss roleplay the interviews in pairs. Monitor and make notes on Ss’
language use for later class feedback. When they have finished,
Answers:
give Ss feedback on their language use as a class.
a creates a sense of happiness and freedom
b creates a sense of sadness and hopelessness
c creates a sense of fear
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4 Ss find the words used to evoke emotions and say what they Write
Unit 9
describe individually, then compare their answers in pairs. Check 8a Ss write their stories individually. Monitor and offer corrections
answers with the class. where necessary.
b Put Ss in pairs to swap stories and review each other’s work.
Answers:
Ss then give each other feedback on their story. Ss could write a
Hopelessness: heavy (object), throng (crowd), shuffling
second draft in class or for homework.
(movement), hung his head low (movement), trudged
(movement), sighed (voice) Homework ideas
Hope: surge (of hope) (feeling), tap his finger (movement), hum
Ex 8b: Ss write a second or final draft of their story.
(voice), eagerly strode (movement)
Fear: legs gave way (movement), stumbled back (movement),
mouth fell open (movement)
5a With weaker classes, go through the words in the box first

and check understanding. Ss classify the words individually, then
9B Master your listening
Answers:
Happiness: (be) ecstatic, exuberant, squeal in delight
Sadness: bleak, plod Introduction
Fear: creep quietly, scream hysterically, shiver
Ss develop the listening skill of following a group discussion by
Anger: hostile, roar furiously
learning how overlapping is used as a conversational dynamic.
b Ss complete the sentences individually, then check in pairs.
Make sure Ss understand that more than one answer is possible. Warm up
With stronger classes you could ask them to complete them with Elicit genres of music from the class and write them on the board.
all the possible forms. Check answers with the class. Ask Ss to vote for their favourite genre by putting a mark next to it.
Discuss the results with the group.
Emotive language such as that taught in this lesson is often
1 Ask Ss to discuss the statements in pairs. Encourage Ss to give
reasons for their answers.
seen as ‘high quality’, complex language. This can help Ss
master how they express themselves in English and thus 2a 9.8 Ss listen to the conversation and attribute the
build confidence in their writing skills. statements from Ex 1 to the three speakers. It may help Ss if you
establish that Leo is from the US, to distinguish him from Jamie.
Suggested answers: Answers: 1 Leo (and partially Jamie) 2 Leo 3 Aisha

1 roared furiously / screamed hysterically / squealed in delight / 4 Jamie 5 Jamie
shivered
2 ecstatic/exuberant/hostile Audioscript 9.8
3 were ecstatic / squealed in delight
4 crept quietly / plodded J: Aisha, what are you listening to?
A: Oh, hi Jamie … Oh, hi Leo …
L: Hey.
6 Elicit an example from the class first, then ask Ss to rewrite the A: It’s Papa G, Jamie have you heard …
sentence themselves. Monitor and offer help where necessary. L: Oh … him. I saw him whining online the other day about how artists
When they have finished, ask a few Ss to share their sentences don’t get paid enough. I mean, come on.
with the class. J: Oh because of the whole streaming thing? Artists not getting paid
much by music streaming services, etc.?
Suggested answers: L: Yeah, that’s right. It’s amazing how disconnected from reality these
artists are. These people receive …
Happiness: The woman read the message on her phone and
A: I don’t know, I like his music, I think he should get paid for it.
then squealed ‘It’s happened’ in delight.
L: He is getting paid for it …
Sadness: The woman read the message on her phone and J: I think Aisha means ‘well paid’. I know where she’s coming from,
sighed. ‘It’s happened’ she said bleakly. I mean in the past when bands sold CDs and stuff they’d make a lot
Fear: The woman read the message on her phone and shivered. of money from that, and that’s just not there anymore, so you can
‘It’s happened’ she said quietly. see why they’d feel a bit aggrieved. Maybe I’d feel …
Anger: The woman read the message on her phone and then L: There are people in the world without enough to eat, so forgive me
if I don’t shed a tear for Papa C or whatever his name is.
roared ‘It’s happened’ furiously.
J: G. That’s a ridiculous argument and you know it. People can’t just
constantly compare themselves to the worst possible scenario all
Prepare the time, that’s not how people, it’s not how …
7a Put Ss in pairs to discuss the questions and make notes. A: It’s not how they work. Yeah And also, Papa G makes a lot of people
Monitor and help with vocabulary where necessary, writing any happy, that’s a good thing isn’t it? Why shouldn’t he get rewarded?
He’s not a charity. Why shouldn’t he …
L: If he was a proper artist, surely his ‘art’ would be its own reward?
b Ss plan their story in pairs. Encourage them to plan where to J: Again with the ludicrous arguments, Leo! Yes, money shouldn’t be
use emotive language, referring back to the Focus box to help top of their list of reasons to do music, but it’s the real world we’re
where necessary. living in, and famous musicians expect to get well paid, the same as
all famous folk.
L: Well, maybe they shouldn’t expect
A: Leo, how’s your little band doing these days?
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L: Good, and actually we do see ourselves as artists first and foremost.
Unit 9
A:
L:
Only ’cos you’re not successful.
Not yet, but …
J: OK, calm down kids … I was reading something the other day, that
artists are going out and touring more to make their money. That
might be a good thing. Introduction
A: Suits me if I get to see Papa G in London.
L: What is it with you and Papa G, Aisha? I can name a dozen better hip Ss develop the reading skill of understanding arguments in
hop artists than him. a newspaper article by learning how to identify flaws in an
A: And what would you know about it? argument.
L: Well, I am from the States, and if you knew your music history then …
J: All right, enough!
A: He’s always like this … Warm up
J: Look, I do agree with Leo that money shouldn’t be the first thing Write the following questions on the board:
for artists, and that it’s a good thing if they have to get out there
and play to the people who follow them. As usual, though, Leo, you
What things can we do in our day-to-day lives to protect the
have to take things to extremes. But you know, that’s the good thing environment?
about music, everyone can like what they want, and no judgement. What do you do?
A: Ah, that’s my Jamie, always the nicest one. Ss discuss the questions in pairs.
L: OK, OK. But change the music would you …
1 Go through the statements with the class and check
understanding, then put Ss in pairs to discuss whether they agree
b Ss discuss the questions in pairs. When they have finished, elicit
or disagree with each one. When they have finished, elicit Ss’ ideas
and have a brief class discussion.
Answers: 2a Set a time limit for Ss to read the article quickly, then put them
1 Aisha and Jamie get on best. in pairs to discuss the writer’s main point. Check the answer with
2 Aisha and Leo have the most difficult relationship. the class.
c Put Ss in pairs to read the Focus box and then decide which Suggested answer:
type of overlapping the people in the conversation in Ex 2a are The author thinks we should do whatever we must to protect
likely to have used. Check answers with the class. endangered species.
Answers: b Ss read the article again and tick the statements the author
1 b 2 a 3 both – Leo competitive, Jamie cooperative states or implies individually, then compare their answers in pairs.
Check answers with the class and discuss the reasons.
3a Ss read the dialogues and decide whether they might be
examples of competitive or cooperative overlapping individually. Answers:
1 The author talks about fertilisers, farming, urbanisation and
b 9.9 Ask Ss to listen to the dialogues. Encourage them
consumer demand – all human activities.
to focus on the tone of the speakers to add to what they have
3 The author says when habitats are lost and animals are
guessed from reading the dialogues and to decide why speaker B
forced to live closer together, diseases spread more quickly
has used overlapping in each case.
across species.
Answers: 4 The author says nature provides us with the medicines we
1 cooperative – supporting idea of previous speaker need to combat existing and potential future diseases.
2 cooperative – joining at the end of an idea, but possibly also 5 The author says we should protect all living things.
helping to clarify something (which road it is)
3 competitive – raising a different viewpoint 3a Give Ss time to read the Focus box and answer any questions
4 cooperative – helping to clarify an idea they have about the information. Ss identify the flaws
5 competitive – abruptly changing topic individually, then compare their answers in pairs. Check answers
with the class.
4a Ss read the sentences and discuss their predictions in pairs.
Answers:
b 9.8 Ss listen to the conversation in Ex 2a again, check
1 Faulty cause and effect
their ideas from Ex 4a and decide why the speaker has used
2 Hasty generalisation
overlapping in each case. Check answers with the class.
3 Personal attack
4 Either/or
Answers:
1 cooperative – clarifying Leo’s issue
4a Ss read the article quickly and identify the writer’s main
2 competitive – introducing a different viewpoint /
point, then compare their answers in pairs. Check the answer
abrupt change of topic
with the class.
3 competitive – introducing a different viewpoint
4 cooperative – clarifying an idea
Suggested answer:
5 competitive – abrupt change of topic
Limited resources means prioritising what species we save,
focusing on what will help us to survive.
5 Ss discuss the questions in pairs. Encourage them to give
reasons for their answers. When they have finished, ask Ss to
share their ideas with the class and have a brief class discussion.
Homework ideas
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b Ss find the points and decide if there are any flaws individually,
Unit 9
then compare their ideas in pairs. Check answers with the class.
Answers:
1 and 3 appear to be logical.
There is an overgeneralisation in 2 as not everyone will feel
guilty about this. There are people around the world who are in
danger from wild animals and will therefore not feel guilty about
killing them to save their family, for example.
In 4, the author attacks the conservationists and not their
arguments.
5 Ss discuss the solutions in pairs. When they have finished, elicit

Ss’ ideas and find out if others agree.
Homework ideas
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Unit 10
10A The next big thing
The goal of this lesson is for Ss to present an idea. To help them
achieve this, they will learn or revise language for emphasis and
persuasion and collocations related to innovation.
10A The next big thing
Goal | present an idea Warm up
Language focus | emphasis and persuasion
Think of some fairly recent inventions, such as WhatsApp, coffee
Vocabulary | collocations: innovation
capsules, ibuprofen, pen drives, iRobot® Roomba® and electric
scooters that might be relevant to Ss and write them on the board.
Can use a wide range of persuasive techniques in presentations
and discussions to encourage others to take a course of action Put Ss in pairs to discuss how life would be different without them.
10B It’s your turn

Goal | explain the rules of a game Vocabulary
Language focus | heads and tails
Vocabulary | board games Collocations: innovation
GSE learning objective 1 You could start by telling the class about an invention you
Can reformulate what they want to say during a conversation or would like to see. Ss discuss the questions in pairs. When they
discussion using linguistically complex language have finished, ask a few Ss to share their ideas with the class.
10C Is this the future? 2 Elicit the first answer as an example to show how boundaries
Goal | discuss approaches to language learning has a similar meaning to frontiers and limits. Ss complete the
Language focus | concession clauses sentences individually, then check in pairs. Check answers with
Vocabulary | evaluating the class.
Can give reasons and explanations for their opinions using Answers: 1 boundaries 2 harness 3 state-of-the-art
linguistically complex language 4 revolutionary 5 flourish 6 herald 7 leading 8 era
Goal | deliver a progress report Optional extra activity
Vocabulary | success and failure
Write all the words in the box and each of the sets of the words
and phrases in bold on cards and make one set for each group of
Can give a progress report including key milestones and
highlighting risks Ss. Shuffle them and place them face down on the desk in front of
each group. Ss take it in turns to turn over two cards at a time. If
Roadmap video the words on them have similar meanings, they can keep the pair.
Go online for the Roadmap video and worksheet. If not, Ss turn them back over in the same position. The player with
Check and reflect the most cards at the end wins.
grammar and vocabulary from Units 9 and 10. 3 With weaker classes, give Ss a couple of minutes to prepare
their answers (and make notes if they want to) individually before
VOCABULARY BANK they start. Ss discuss the questions in small groups. When they
10A Collocations with idea have finished, nominate a student from each group to share their
ideas with the class.
10B Phrasal nouns
MASTER YOUR SKILLS
Collocations with idea
10A Master your writing This optional exercise builds on the lexical set in the
Goal | write attractive brochures and websites vocabulary section.
Focus | writing a problem–solution text
1 Ss match the sentence halves individually, then compare
GSE learning objective their answers in pairs. Check answers with the class.
Can write well-structured marketing materials to describe
products or services using appropriate language and style Answers: 1 f 2 a 3 g 4 e 5 j 6 b 7 k 8 h 9 i
10B Master your listening 10 l 11 c 12 d
Goal | understand a presentation
Focus | taking effective notes Further practice
Can take effective notes while listening to a linguistically
complex presentation or lecture on an unfamiliar topic
Goal | understand an article
Focus | understanding metaphors
Can critically evaluate a writer’s choice of words to express
nuances of meaning in an argumentative text
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Listening c Ss discuss the question in pairs. If necessary, play the
Unit 10
recording again for them to identify the problems. Check answers

4a Focus attention on the designs. Ss discuss the questions in with the class.
pairs. When they have finished, elicit their ideas but don’t give any
answers yet. Answers:
b 10.1 Ss listen to the TV show, check their answers to Ex 4a Handstream: an aching arm and not being able to do other
and match the presentations with the pictures. Check answers things during a video chat
with the class. Rainnest: wasting water when camping
Ringleader: losing keys
Answers: 1 C 2 A 3 B
Audioscript 10.1 elicit answers from a few Ss and find out if others agree.
1
P: This week on Innovation Academy, the TV show where people pitch Language focus
their inventions to our group of investors, we’ve got three budding
entrepreneurs who have ideas to develop. First up this week is Emphasis and persuasion
Autumn. 6 Go through the list of persuasive techniques and examples in
I: So, if you’d like to introduce yourself and tell us what you do? the language focus box with the class, ask them if they have heard
A: Hi, my name’s Autumn Greene, and I’m a final-year student at the any of them before and answer any questions they have. Ss match
Massachusetts Institute of Technology.
the extracts with the techniques individually, then compare their
I: Very good. Show us what you’ve got.
A: Right. Let me ask you a question to begin with. How many of you use answers in pairs. Check answers with the class.
video calls on your mobile?
A: All of you, right? Let’s say, for example, you’re on a business trip and Answers: 1 2d 2 2a 3 5 4 1 5 3 6 2b 7 4 8 2c
you’ve just checked into your hotel after a long flight and you want
to talk to your children via video call. You sit down and hold your 7a 10.2 Ss listen and pay attention to the intonation, then
phone up to your face so can see each other. But after a while your answer the questions in pairs. Check answers with the class.
arm starts to ache and you’ve only got one arm free, so you can’t do
much else, right? Wouldn’t it be much easier if you could speak hands
Answers:
free? You bet it would. That’s why I’ve developed the Handstream.
Basically, you attach it round your neck like this … slide your phone 1 and 3 have similar intonation and 2 and 4 have similar
in the front … then you’re good to go. You’re free to walk around, use intonation.
your hands AND talk to your loved ones. The beauty of this is that it’s Sentences 1 and 3 contain lists of words that are not commonly
simple, useful and portable. expected to appear together in a list of three, unlike sentences 2
2 and 4. The intonation in lists like these tends to be rise, rise, fall.
I: Hello. What’s your name? Sentences 2 and 4 contain lists of words which are commonly
K: Good afternoon. My name’s Kareem Hadad and I work for a well- expected to appear in a list of three. The intonation here is
known outdoors chain store.
closer to rise, rise/fall, fall.
I: OK Kareem, what have you got for us today?
K: OK, so I go camping a lot in my free time. I love the outdoors and that’s
why I love my job so much. So, one day I was out camping. I’d just set b Play the recording again for Ss to listen and repeat. Model
up my tent when the heavens opened and it began to pour down. the sentences yourself if necessary and drill them chorally and
I was safely tucked up inside my tent, staring at the rain falling off individually.
the side of the canvas and onto the ground, and I thought to myself, 8a With weaker classes, elicit the first answer as an example
‘What a waste!’. Wouldn’t it be good if I could capture this rainwater
and write it on the board. Ss order the words individually, then
and use it? Well let me tell you, nobody likes seeing water get wasted
… absolutely nobody. So, investors, I give you … the Rainnest. You
simply attach it to the bottom of the tent like this … and it captures
fresh rain water. It’s made of waterproof, biodegradable canvas, Answers:
and it’s simple, effective, lightweight, easy-to-use, environmentally 1 Rail travel is convenient, cheap and safe.
friendly and portable. And, what’s the best news? It produces more 2 The software is really, really good.
water the more it rains. 3 Nobody wants to get caught out … nobody.
3 4 Computers are likely to get cheaper and cheaper.
I: Hello. What’s your name and what do you do? 5 It really does make life easier.
N: My name’s Nina Crowe and I’m an entrepreneur and inventor.
6 Sunvale holidays are family-friendly, convenient, fun, cheap,
I: Very good. OK Nina, what’s your idea?
enjoyable and easy to book.
N: The Ringleader. Basically, it’s a key ring which means you’ll never lose
your keys. 7 Do you ever wish you could just escape?
I: Um … don’t they exist already? 8 It’s amazing … it’s amazing because it’s free!
N: Not like this, they don’t. We’ve all seen those key rings which let out
a sound to let you know where your keys are when you’ve lost them. b Ss match the statements and questions in Ex 8a with the
But the problem with these is they let you lose your keys in the first techniques in the language focus box individually, then compare
place, because they don’t let you know when you’ve put your keys
down in the wrong place. But the Ringleader DOES tell you as soon as
you put them down.
I: And how does it do that? Answers: 1 4 2 2a 3 2d 4 2b 5 1 6 5 7 3 8 2c
N: Well, it’s really, really simple to use. First you decide what the ‘right’
place for your keys is. You know, by the front door or something. And 9a Ss write their statements or questions individually. Stronger
you program that in by simply pressing this button here. Now, next classes could write a statement or question for each of the items.
time you come home and put your keys down somewhere different, Monitor and help with ideas and vocabulary and check Ss are
the key ring makes a noise and lights up, like this. It’s effective … it’s forming the sentences correctly.
effective because you won’t lose them in the first place.
b Put Ss in pairs to share their statements and questions and
guess what each is describing.
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Unit 10
LANGUAGE BANK 10A pp.164–165 Reflection on learning
Stronger classes could read the notes at home. Otherwise, Write the following questions on the board:
check the notes with Ss, especially the use of contrasting What were the most useful language techniques for
pairs and alliteration. In each exercise, elicit the first answer presentations you learnt today?
as an example. Ss work individually to complete the exercises, How do you think you’ll use them in the future?
then check their answers in pairs. In feedback, elicit Ss’ Put Ss in pairs to discuss the questions. When they have
answers. Ss can refer to the notes to help them. finished, ask if anyone wants to share their ideas with the
Answers: class, but don’t force them to if they’d rather not.
1 1 cheaper 2 Nobody 3 Why 4 do 5 love
6 interesting 7 way 8 sad Homework ideas
2 1 tripling: it’s cold, dark and wet
2 using comparative + comparative: it gets harder and
harder
3 repeating a word or phrase: Nobody wants to go outside
in that weather … nobody.
4 rhetorical question: So what’s the solution to all this? Fast route: continue to Lesson 10B
The Multicise! Extended route: go to p144 to Master your writing
5 statement + repetition + explanation: it’s effective.
It’s effective because you can use it at home
6 machine-gunning: you can work out, lift weights,
strengthen legs, arms and back, do cardio
7 using an auxiliary: Multicise really does do what it says.
Further practice 10B It’s your turn

App: 10A Grammar practice 1 and 2 Introduction
The goal of this lesson is for Ss to explain the rules of a game.
To help them achieve this, they will learn about heads and tails
Speaking and vocabulary related to board games.
Prepare
10a Put Ss in pairs and refer them to page 190. Give them time to Warm up
read about the inventions and choose one to present (or think of Tell the class about a game you enjoyed playing when you were a
their own). Alternatively, you may want to allocate the inventions child. Then put Ss in pairs to discuss games they enjoyed playing
to ensure a variety of presentations. when they were children. When they have finished, elicit answers
from a few Ss and find out if others played them, too.
Teaching tip
Throughout Roadmap, Ss are often given ideas to use, in case
they have trouble thinking of their own. However, if your Ss Reading
are particularly creative, you should encourage them to think
of their own ideas where possible, in order to provide an extra 1 Focus attention on the photos and elicit what Ss can see.
element of challenge and help build their confidence. Photo A: Chess; Photo B Xiangqi (Chinese chess); Photo C: The
board game Carcassonne; Photo D: The board game Carrom. Ss
discuss the questions in pairs. In feedback, find out if anyone has
b Ss make notes in pairs. Monitor and help with vocabulary where
played these games, or if they’d like to.
necessary, writing any new words and phrases on the board.
2 Write the game titles on the board and elicit Ss’ ideas as to
11 Ask Ss to plan how to present their invention. Encourage them
what they think they involve. Write their ideas on the board as
to use the techniques from the language focus box.
mind maps with each title. Ss read the article quickly and check
Speak their ideas. In feedback, tick off any ideas on the board that are
mentioned.
12 Ss present their inventions to the class. If you have a large
class, Ss could present their ideas in groups. Encourage other Ss to 3 Ss read the article again and answer the questions, then
make notes as they listen and think of questions to ask, then ask compare their answers in pairs. Check answers with the class.
them at the end of each presentation.
Answers: 1 The chameleon 2 Happy Salmon
13 Hold a class vote via a show of hands for the best idea.
3 Happy Salmon 4 Snatch-it 5 Snatch-it 6 Carcassonne
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Vocabulary A: Oh great, yeah! Right, let me see … here we are.
Unit 10
N: So this game, it’s a card game, right?

Board games J: Um, sort of. So we’ve got tiles and ‘follower’ counters. The tiles,
4 With weaker classes, go through the words in bold in the they’re the city features and they stay here in a pile, face-down.
M: And they’re the followers, the little men?
article with the class first and check understanding. Ss complete
J: Exactly. He’s a clever boy, this Matt.
the sentences individually, then compare their answers in pairs. M: So what do we have to do?
Check answers with the class. If possible, bring a deck of cards and J: Well, the ultimate goal is to score as many points as possible. We start
some dice to class in order to demonstrate the meaning of the with this starter tile like this.
vocabulary. M: Nadine, as our distinguished guest tonight, you can go first.
N: Why thank you, Matt.
Answers: 1 face down 2 initial phase 3 ultimate goal J: You take a tile from the pile here, and try to place it next to the
starter tile. It has to fit the picture.
4 shuffle, deal 5 place 6 Roll the dice 7 take
N: OK, so it’s a bit like a jigsaw, this game.
8 score points 9 take turns 10 face up 11 turn over J: Yeah, I suppose it is. Now you can place your follower on one of the
features. You’ve got a road and a castle. Once you’ve placed your
5 Ss discuss the questions in pairs. When they have finished, follower on a feature, it’s yours. That is, nobody can put their
elicit Ss’ answers and have a brief class discussion. follower on it.
N: OK … The road, that’s where I’ll put it.
J: Ah … good move! You now ‘own’ the road on any of the tiles it
VOCABULARY BANK 10B p175
connects to.
Phrasal nouns M: Ah I see! This is great, this game.
vocabulary section.
b Ss complete the extracts individually, then compare their
1 Read the example with the class. Explain to Ss that phrasal answers in pairs. Play the recording again for Ss to listen and
nouns may be written as one word, with or without a hyphen, check, then check answers with the class.
or as two words. There are no real rules for this, so they should
check in a dictionary before recording them. Ss complete the Answers: 1 it’s 2 they’re 3 they’re 4 He’s 5 this
rest of the sentences individually, then compare their answers 6 that’s 7 This
in pairs. Check answers with the class and write them on the
board. 7 Go through the information in the language focus box with the
Answers: 1 breakdown 2 tip-off 3 build-up class, check understanding and answer any questions Ss have. Ss
4 get-together 5 outburst 6 outset 7 crackdown decide if the extracts are heads or tails individually, then check in
8 mix-up 9 climb-down 10 add-ons pairs. Check answers with the class.
2 Ss complete the sentences individually, then compare their Answers: Heads: 1, 2, 6 Tails: 3, 4, 5, 7
8a 10.4 Play the recording for Ss to listen and mark the
Answers: 1 crackdown 2 add-ons 3 breakdown
intonation, then check in pairs. Check answers with the class.
4 build-up 5 outset 6 tip-off 7 get-together 8 mix-up
9 climb-down 10 outburst
Answer: It goes down.
3 Ss discuss the questions in pairs. Encourage them to ask
follow-up questions to find out more information. When they b Play the recording again for Ss to listen and repeat.
have finished, elicit ideas from a few Ss and have a brief class 9 Read the example with the class, then ask Ss to rewrite the
discussion. rest of the sentences. Fast finishers can come to the board to
write the answers for other Ss to check.
Further practice
Answers:
Photocopiable activities: 10B Vocabulary, p253 1 She works in information technology, Alice.
App: 10B Vocabulary practice 1 and 2 2 Those keys, they belong to Jamie.
3 Adam and Kate, they’re moving to New York.
4 They aren’t cheap to buy, brand-new laptops.
Language focus 5 That house, is that where the famous singer lives?
Heads and tails 6 I think they have a great accent, people from Liverpool.
6a 10.3 Ss listen and identify the game individually, then 7 He’s really good at this game, Mark.
compare their answers in pairs. Check the answer with the class. 8 Going to football matches, that’s what I really like doing on a
Saturday.
Answer: Carcassonne
10a Put Ss in pairs, but ask them to work individually and make
Audioscript 10.3 sure they don’t show their partner their sentences yet. Monitor
N: Jenna, that was absolutely delicious.
and phrases on the board.
M: Here, here!
J: Aw, thanks. b Read the example with the class, then ask Ss to share their
M: So Jenna, are we going to play this game you were talking about sentences in pairs. When they have finished, ask a few Ss to share
then? anything interesting they found out about their classmates with
J: Absolutely, as soon as Alex comes back from the kitchen … ah, speak the class.
of the devil.
A: Eh? What?
M: Alex mate, we’re going to play the game you were on about over
dinner. Are you going to show us how to play it?
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Unit 10
LANGUAGE BANK 10B pp.164–165 Reflection on learning
Stronger classes could read the notes at home. Otherwise, Write the following questions on the board:
check the notes with Ss, especially the colloquial use of What new vocabulary did you learn today?
pronouns with heads. In each exercise, elicit the first answer How do you think you might use heads and tails in the future?
as an example. Ss work individually to complete the Put Ss in pairs to discuss the questions. When they have
exercises, then compare their answers in pairs. In feedback, finished, ask if anyone wants to share their ideas with the
elicit Ss’ answers. Ss can refer to the notes to help them. class, but don’t force them to if they’d rather not.
Answers:
1 1 f, H 2 b, H 3 a, T 4 d, T 5 c, H 6 e, T Homework ideas
2 1 she works in marketing, Fiona
2 That guy at the party, was that Chris?
3 Pizza, that’s what I like.
4 That woman at the back, she’s my aunt.
5 No, we don’t eat meat, Sarah and I.
Further practice Fast route: continue to Lesson 10C

Speaking
Prepare 10C Is this the future?Introduction
11 Give Ss plenty of time to choose their game and make notes
on the rules and what you need to play it. Monitor and help with
Introduction
on the board.
The goal of this lesson is for Ss to discuss approaches to language
Optional alternative activity learning. To help them achieve this, they will learn or revise
concession clauses and vocabulary related to evaluating.
Alternatively, Ss can choose a game they know well and make
notes to answer these questions when preparing:
• What’s the name of the game? Warm up
• Is it a family or an adult game? Write the following questions on the board:
• What’s the minimum and maximum number of players? Which do you think is more difficult to learn: English or your
• What equipment do you need? language? Why?
• What happens each turn? Ss discuss the question in small groups. When they have finished,
• How do you win the game? elicit answers from each group and have a brief class discussion.
• Are there any quirky rules?
• Does it involve any physical activity?
Vocabulary
Speak
Evaluating
12 Ask Ss to explain how to play their games in pairs. Monitor and
make notes on Ss’ language use for later class feedback.
discuss the questions in pairs. When they have finished, elicit
Optional extra activity their answers and have a brief class discussion.
2a Ss categorise the words and phrases individually, then
Write the following phrases on the board:
compare their answers in pairs. Encourage them to use
So, the ultimate goal is … dictionaries to help where necessary. Check answers with
These cards, they’re the (question cards). the class.
We take turns to …
What you do then is … Answers:
The aim of the game is to … Positive: 1, 2 (both), 6
Drill the phrases chorally and individually and encourage Ss to use Negative: 3, 4, 5 (both), 7
them when giving their explanations.
b Ss discuss whether they agree or disagree with the statements
13 Ss play one or both of the games. When they have finished, in Ex 2a in pairs and explain their answers. When they have
ask them if they liked the games. Give Ss feedback on their finished, elicit answers from a few Ss and have a brief class
language use as a class. discussion.
Further practice
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Reading 6a Ss can practise saying the sentences to themselves in order to
Unit 10
identify the intonation pattern.

3a Focus attention on the list of developments and ask if anyone b 10.7 Play the recording for Ss to check their answer then
has heard of them. If they haven’t, ask them to think about what check the answer with the class. Model the sentences yourself if
they might involve. necessary, then play the recording again for Ss to listen and repeat.
b You may want to pre-teach bygone days, outlandish and
burden. Ss read the article and check their ideas. Check answers Answer:
with the class. Sentence 5.
The rest of the sentences have a rise/fall intonation at the
Optional extra activity end of the first clause, with a fall intonation at the end of the
Write the following questions on the board: sentence. Sentence 5 has a fall at the end of the first sentence,
1 Which decades saw unconventional experiments in education? then a fall/rise intonation on Nevertheless, and a fall at the end
2 Why was the ITA developed? of the second sentence.
3 What benefit of the ITA is mentioned in the article?
4 What two problems with the ITA are described? 7 Read the example with the class, then ask Ss to combine the
5 What is the main premise behind Learning Styles theory? sentences individually, then compare their answers in pairs.
6 What is the main problem with Learning Styles theory? Alternatively, stronger classes could do this in pairs as an oral
7 What are the advantages and disadvantages of the Maker activity. In feedback, check answers with the class and write them
Movement? on the board (or invite Ss to do so).
8 What point does the writer make at the end of the article?
Ss read the article again more carefully and answer the questions Answers:
individually, then compare their answers in pairs. Check answers 1 Despite being effective, it’s yet to catch on.
with the class. 2 Although demand has fallen recently, it remains a popular
product.
Answers: 3 However appealing it might be, it’s still dangerous.
1 the 1960s and 1970s 4 It’s an interesting idea. All the same, there’s no proof it
2 to make it easier for students to learn how to read actually works.
3 it made learning to read a lot easier 5 In spite of the (high) cost, I’d like to try it.
4 children then had to make the transition to reading normally 6 While it’s unattractive to most people, it’s my favourite.
and teachers weren’t trained how to do this; it didn’t work 7 Even if there are no safety issues with it, I wouldn’t want to
with different accents try it.
5 we all learn in different ways and we learn best in our own 8 Difficult as/though it is, it’s still an important part of my daily
learning style routine.
6 there isn’t much evidence to support it
7 advantages: it’s collaborative, open-ended and encourages 8a Demonstrate by telling Ss about things in your life the
creativity; disadvantages: it’s expensive and teachers have to sentences could describe, then give Ss a few minutes to think of
learn new skills things for themselves.
8 innovation is good but new ideas need to be scrutinised b Read the example with the class, then put Ss in pairs to share
before becoming widely adopted their ideas and guess which sentence in Ex 7 each one relates to.
In feedback, ask a few Ss to share their ideas with the class.

Language focus answer as an example. Ss work individually to complete the
Concession clauses exercises, then check their answers in pairs. In feedback,
5 Write but on the board and elicit what other words Ss know elicit Ss’ answers. Ss can refer to the notes to help them.
with a similar meaning and function. Ss read the language focus Answers:
box then find more examples of concession clauses in the article 1 1 b 2 c 3 a 4 a
in Ex 3. Check answers with the class. 2 1 Despite In spite of the fact that / Despite the fact that /
Much as / Although / Even though / While / Whereas
Answers: 2 correct
Odd as it may seem, it made learning to read a lot easier. 3 Difficulty Difficult
However interesting this theory sounds, there is very little 4 Although Despite / In spite of / Notwithstanding
evidence to support it 5 correct
Despite being seen as effective in developing skills students need 6 beauty beautiful
for the modern workplace, resources and tools can be expensive 7 correct
… while innovation is surely a good thing, it’s important to treat 8 Despite Nevertheless / However / All the same /
each new development and its accompanying hype with a pinch Despite that / In spite of that
of salt
Even if something sounds convincing at first, it might not prove
Further practice
fruitful in practice.
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Speaking
Unit 10
Prepare
9 Put Ss in A/B pairs and refer them to the relevant pages. Ss
read the information and make notes on the advantages and
disadvantages of the approaches. Monitor and help with ideas Introduction
where necessary. The goal of this lesson is for Ss to practise delivering a progress
report. To help them achieve this, they will learn phrases for
Speak summarising progress, describing what still needs work, setting
10 Put Ss in pairs to discuss the approaches and choose the best goals and referring to the future, as well as vocabulary related to
one. Monitor and make notes on Ss’ language use for later class success and failure.
feedback.
Optional extra activity Warm up

Write the following phrases on the board: Write progress on the board, then put Ss in pairs to brainstorm as
many collocations with it as they can. When they have finished,
Interesting though it sounds, I …
elicit their ideas and write them on the board (e.g. make, check,
I can’t see it catching on myself.
chart, monitor, review, track, remarkable, real, substantial, slow,
I would absolutely love to …
halt, accelerate).
It would be difficult to implement, I think.
Even if we make a good case for it, it …
I think it’s a fundamentally flawed idea.
Vocabulary
Drill the phrases chorally and individually and encourage Ss to use
them when giving their explanations. Success and failure
11 Ask each pair to share their conclusions with the class, giving elicit their ideas and have a brief class discussion.
reasons. Give Ss feedback on their language use as a class. 2a Ss complete the sentences individually, then compare
their answers in pairs. Check answers with the class and check
Reflection on learning understanding of the phrases.
Answers: 1 off 2 short 3 downhill 4 it 5 back 6 up
What new information did you learn about concession clauses
7 off 8 up 9 out 10 off
today?
How can you use concession clauses in the future?
b Ss categorise the phrases in bold in Ex 2a in pairs. Check
Put Ss in pairs to discuss the questions. When they have answers with the class.
class, but don’t force them to if they’d rather not. Answers: Success: 1, 4, 5, 7, 10 Failure: 2, 3, 6, 8, 9
Homework ideas 3 Ss discuss the questions in pairs. When they have finished,
Language bank: 10C Ex 1–2, p165
Workbook: Exs 1–5, p78 Listening 1
4a 10.8 Tell the class that they’re going to listen to Sofia,
an English student, discussing her progress with her teacher. Ss
Fast route: continue to Lesson 10D listen and make notes on what see has achieved and what she
Extended route: go to p124 to Master your reading still needs to work on, then compare their notes in pairs. Check
Answers:
Achieved: using new phrases related to describing trends and
innovations, concession clauses
Needs to work on: using auxiliaries for emphasis and
repetition when presenting
Audioscript 10.8
S: Can you tell me about my progress?
T: OK, so you’ve certainly made headway with your vocabulary. You’ve
learnt a lot of useful new phrases and you’re able to put them to
good use. You’ve made significant progress in the area of describing
trends and innovations. That’s likely to be very useful when you come
to give your presentation at the end of the year.
S: OK, what else?
T: Well, recently we’ve been studying concession clauses, and you’re
now able to contrast ideas quite adeptly.
S: What about my presentation style? Am I able to use any useful
techniques well, do you think?
T: Ah, well I think we’ve still got a bit of work to do in that area. We’ve
looked at a couple of techniques, namely using auxiliaries for
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emphasis and repetition. But I’d like to do more work with you on this.
Unit 10
We’re yet to look at things like tripling and rhetorical questions, which Pronunciation checkpoint
I think you’ll find really useful. So I’d say you’ve still got some way to In fast, natural speech, consonant sounds sometimes
go in that area, but I’m confident you’ll pick them up too. change to match the sound which comes after them.
For example, good boy sounds like goob boy. This happens
b Ss complete the phrases individually, then listen again and to make speech smoother and is known as assimilation.
check. Check answers with the class.
Answers: 1 made 2 made 3 able 4 got 5 got
Speaking
5 Give Ss a couple of minutes to think about their answers,
then put them in pairs to discuss their progress in the areas Prepare
listed. When they have finished, ask a few Ss to share anything 9 Go through the chart with the class and ask them to look back
interesting they found out about their partner with the class. over the book, thinking about what they’ve made progress in and
what they’d still like to achieve. Ask them to add two more areas
to the chart.
Listening 2
10 Ss work individually to set themselves goals. Monitor and help
6 10.9 Tell the class that Sofia is now reporting back to her where necessary.
boss. Go through the list of goals with the class so they know what
to listen for, then play the recording for Ss to listen and tick the Speak
goals she sets. Check answers with the class. 11 Ss share their progress in pairs. Monitor and make notes on
Ss’ language use for later class feedback.
Answers: 2, 4 and 5 12 Ss share advice and feedback in pairs. When they have
finished, ask a few Ss to share the best advice they received with
Audioscript 10.9 the class. Give Ss feedback on their language use as a class.
B: So, Sofia, now you’ve finished the course, where do you see yourself
headed? Reflection on learning
S: Well, I’ve learnt a lot of useful techniques for giving presentations. Write the following questions on the board:
So ideally, I’d like to put this to good use by giving a presentation in
What are your two most important goals for learning English in
English. I was actually hoping to be able to present our annual report
to shareholders in the spring. I mean, with what I’ve learnt, I think this the future?
goal should be easily attainable. How can you achieve these?
B: It’s funny you should say that. We were actually hoping you’d be Put Ss in pairs to discuss the questions. When they have
willing to do so. finished, ask if anyone wants to share their ideas with the
S: Really? Oh, that’s great.
B: So what else would you like to achieve?
S: In the short term, I’d obviously like to keep up my English studies, but
I’d also like to seek ways to put into practice what I learn. Homework ideas
B: Like how?
S: Well, it would be great if I could make some trips abroad to meet Workbook: Exs 1–5, p79
clients and promote our products, for example. App: grammar, vocabulary and pronunciation practice
B: OK, well we’ll have to have a think about that.
S: And in the longer term, with this experience under my belt, I guess Roadmap video
my ultimate goal is to get a promotion.
B: Whoa …
S: I’m not thinking anywhere in the near future, of course.
B: OK, well let’s see how you go in the meantime.
7 Ss read the Useful phrases 2 box and then discuss which

phrases Sofia used in pairs. Play the recording again for Ss to listen
and check. Check answers with the class.
Answers:
Ideally, I’d like to put this to good use by …
I think this goal should be easily attainable.
I’d (also) like to seek ways to put into practice …
It would be great if I could …
My ultimate goal is to …
In the short/mid/long(er) term, …
In the near / foreseeable / (not-too-)distant future, …
8a 10.10 Ss listen to the sentences then discuss how and why

the sounds in bold change in pairs. Check answers with the class.
Answers:
They change to become the same as the following sound.
See Pronunciation checkpoint for explanation.
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b Ss discuss which statements in Ex 6a are true for them in pairs.
Unit 10
10 Check and reflect: Encourage Ss to give more information and change the ones
that aren’t true for them. When they have finished, ask a few Ss
Units 9 and 10 to share any interesting information they found out about their
7a Ss replace the words individually, then compare their answers
Introduction in pairs. Check answers with the class.
Ss revise and practise the language of Units 9 and 10. The notes
below provide some ideas for exploiting the activities in class, but Answers: 1 harness 2 cutting-edge 3 thrive
you may want to set the exercises for homework, or use them as a 4 spearheading 5 dawn 6 pioneering
b Ss discuss which of the statements in Ex 7a they agree with in
1 Give Ss a minute to read the text quickly and ask: What news did pairs. When they have finished, elicit answers from a few Ss and
the writer want to know? (whether they’d passed their university find out if others agree.
entrance exam). Ss complete the text individually, then compare 8 Ss match the sentence halves individually, then compare their
their answers in pairs. Check answers with the class. answers in pairs. Check answers with the class.
Answers: 1 were shaking 2 typed 3 leapt 4 had arrived Answers: 1 c 2 d 3 a 4 e 5 f 6 b

5 had been waiting 6 would tell / was going to tell 7 stared
8 clicked 9 had passed 10 was / was going to be 9 Ss complete the sentences individually, then compare their
2a Ss choose the correct alternatives individually, then compare
their answers in pairs. Check answers with the class. Answers: 1 initial phase 2 face down 3 take turns
4 roll (the) dice 5 score points 6 ultimate goal
Answers: 1 competently 2 unenthusiastically 3 closely
4 continually 5 uncontrollably 6 clearly Optional alternative activity
b Put Ss in pairs to choose three of the questions and discuss You could ask Ss to cover up one or both of the boxes for an extra
them. Stronger classes can discuss more than three. When they challenge.
have finished, elicit answers from a few pairs and have a brief
class discussion. 10 Ss choose the correct alternatives individually, then compare
3 Elicit the first answer as an example. Ss correct the sentences their answers in pairs. Check answers with the class.
with the class. Answers: 1 My hat, I can’t 2 to use, this software
3 a professional singer, Judie 4 man over there, was it him
Answers: 1 burn spread 2 pepper salt 3 clues hints 5 laptop, is it Claire’s 6 She knows her stuff, Angela
4 bat stick 5 faces back(s) 6 words lines
11a Make sure Ss understand they need to choose the option
4 Ss choose the correct alternatives individually, then compare which is not possible. Ss choose the options individually, then
their answers in pairs. Check answers with the class. compare their answers in pairs. Check answers with the class.
Answers: 1 she’d 2 to be looking 3 had been watching Answers: 1 b 2 a 3 a 4 c 5 b

4 to have been 5 ’re going to pay 6 had been
b Ss discuss which of the statements in Ex 11a they agree with
5 Elicit the first answer as an example, then ask Ss to order in pairs. When they have finished, elicit their answers and have a
the words to make the rest of the sentences individually, then brief class discussion.
compare their answers in pairs. Check answers with the class. 12 Ss choose the correct alternatives individually, then compare
Answers:
1 Held every other year, the African Cup of Nations is the Answers: 1 Nevertheless 2 In spite of 3 if 4 Easy as
continent’s biggest sporting event. 5 All the same 6 Despite
2 Not having slept for 24 hours, I was absolutely exhausted.
3 Please don’t phone me this evening unless absolutely 13 Ss complete the sentences individually, then compare their
necessary. answers in pairs. Ss can refer back to Lessons 9D and 10D for help
4 All being well, we should arrive before it gets dark. if they need to. Check answers with the class.
5 Measuring almost 30 metres, the blue whale is the largest
creature ever to have lived. Answers: 1 turned/turns, hunch 2 dramatic, better
6 Since winning the lottery, our lives have been turned 3 getting 4 leaps, bounds 5 attainable 6 foreseeable
upside down.
Reflect
6a Ss complete the sentences individually, then compare their Ask Ss to rate each statement individually, then compare in pairs.
answers in pairs. Check answers with the class. Encourage them to ask any questions they still have about any of
Answers: 1 deteriorating 2 rectify 3 undermine
Homework ideas
4 enhance 5 impair 6 alleviating
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Unit 10
Suggested answers:
10A Master your writing 1 can support itself
2 the costs of running a home, your home could run itself
3 your home could sustain itself
Introduction 4 the perfect solution
5 a move where you want
Ss develop the skill of writing attractive brochures and websites by
b a home
learning how to write a problem–solution text.
c it can generate its own power
d reuse rain water
Warm up e ask us how we can help
Put Ss in pairs to discuss their ideal home, thinking about space,
number of rooms, what it’s made of, etc. When they have finished, Prepare
ask a few Ss to share their ideas with the class. 6a Focus attention on the pictures of the product and service
and ask Ss to choose one of them (or think of their own), then
1 Focus attention on the pictures, then put Ss in pairs to discuss
underline any useful words and phrases from the brochure and
the questions. When they have finished, elicit Ss’ ideas and have a
website in Ex 2 that might describe it.
b Ss make notes individually. Monitor and help with vocabulary
2 Ss read the brochure and website and match them with the
where necessary, writing any new words and phrases on the board.
pictures in Ex 1 individually. Then, check answers with the class.
c Ss think of and make notes on their own problem–solution
Answers: descriptions and straplines. Monitor and help where necessary.
Brochure for Raft© = picture 3, Website for 2DAYHOME© =
Write
picture 2
7a Ss write their websites or brochures individually. Remind them
1 Problem: The difficulty of being self-sufficient when living
to use the six-step process in the Focus box.
in the wild.
Who: Environmentally concerned people who want to be
b Put Ss in pairs to exchange texts and make suggestions.
Ss could write a second draft in class or for homework.
self-sufficient on holiday or perhaps permanently.
2 Problem: The cost of buying a house.
Homework ideas
Who: People with little money.
3 Problem: Houses are threatened by rising sea levels. Ex 7b: Ss write a second or final draft of their website or brochure.
Who: People worried about the future. Workbook: Exs 1–9, pp.82–83
3 Read the example with the class, then ask Ss to note

individually what they think the structure is, then compare their
answers in pairs. Don’t give any answers yet.
4a Ss read the Focus box and check their answers in Ex 3.
Answer any questions Ss have about the information in the box. 10B Master your listening
Answers: See Focus box.
Introduction
b Ss identify the different parts of the structure individually, then
Ss develop the listening skill of understanding a presentation by
compare their ideas in pairs. Check answers with the class.
learning how to take effective notes.
Answers:
1 Your first affordable step on the housing ladder Warm up
2 Are you fed up with paying rent but unable to afford your Tell Ss about a video or smartphone game you enjoy playing (or have
own place? Do you fear never getting a foot on the housing enjoyed in the past). Put Ss in small groups to discuss games they
ladder? enjoy (or have enjoyed). In feedback, ask a few Ss to share their
3 What if there were an affordable solution to this problem? games with the class and find out if anyone else has played them.
What if there were a way onto the ladder without being
saddled with decades of debt? What if that solution were 1 Focus attention on the photo and elicit what Ss can see. Ss
available now, today, right this minute? discuss the questions in small groups. When they have finished,
4 Welcome to the 2DAYHOME© – the revolutionary self- nominate a student from each group to summarise their
assemble micro-home. discussion for the class.
5 … this wonder home offers an affordable first step on the 2a 10.5 Ss listen to the introduction and take notes to answer
housing ladder and the ground-breaking design means each the question individually.
2DAYHOME© can be internally configured to suit your needs. b Ss compare their answers in pairs. Play the recording again if
6 Why wait to get a foot on the housing ladder? Email us now. necessary, then check the answer with the class.
5a Ss complete the text individually. Monitor and help with Answers:

vocabulary where necessary, writing any new words and phrases Numbers relating to the video games industry
on the board. What a typical video game addict looks like
b Ss compare ideas in pairs. When they have finished, elicit Action countries have taken
answers from a few Ss and find out if others agree. Underlying causes of video game addiction
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Audioscript 10.5 So, how long have I got – oh, I’m almost out of time, so let me cut this
Unit 10
last section short. What I wanted to talk about were the social factors
… for example some people argue that we can become addicted to involved in video game addiction because the addiction doesn’t exist in a
anything, going to the gym, reading, spending money, but in essence vacuum. Perhaps the most significant factor influencing addiction, which
my view is that video game addiction is a real thing with objective as I’ve said, is over 90 percent a male problem, is what people are calling
characteristics that mark it out as a form of addiction, like drugs or the epidemic of loneliness. More than 40 percent of Americans describe
alcohol. And believe me, it really can ruin lives. themselves as generally isolated and 20 percent say that they rarely feel
So first I want to talk a bit about the numbers involved, not just in close to anyone and loneliness correlates very closely with video game
terms of addiction but the video games industry as a whole, and then addiction. Not all lonely people are addicts by any means but you will find
I want to look at what a typical video game addict looks like, if you will, that a high percentage of addicts are lonely, almost by definition. If you’re
because, after all, how else will we know … maybe you’re one! And then addicted to games, you haven’t got time for meaningful relationships.
I want to talk about the action some countries have taken to tackle the In fact someone who works in the rehabilitation field recently described
problem, and finally look at some of the underlying causes of video game the problem as one of intimacy and this is the reason that rehabilitation
addiction because there’s a range of social factors involved. programmes focus on how to build and maintain friendships, real
friendships with real people. That absence of meaningful friendships
may well be the real problem behind video game addiction.
3a Ss discuss the questions in pairs. When they have finished,
Now my time is up, but if there are any questions you’d like to ask then
elicit their ideas as a class. I’m happy to try to answer them now …
b Give Ss time to read the Focus box and answer any questions
they have. Ask them to prepare a piece of paper to make notes on
b Ss answer the questions in pairs, using their notes. When they
and make it look like the one in the Focus box.
have finished, check answers with the class.
4a 10.6Ss listen to the lecture and make notes individually.
Monitor and check Ss are following the advice in the Focus box. Answers:
Play the recording again if necessary. 1 Because 90 percent of boys and 80 percent of girls play
Audioscript 10.6 2 World Health Organisation (WHO) – lack of control over
gaming
So, firstly, let’s take a look at the numbers. It’s estimated that there are
3 94 percent of addicts are male
around two billion ‘gamers’ in the world, that’s people who regularly
play video games, and by video games I mean all types of digital games 4 he’s constantly tired, he thinks about gaming even when he’s
including games you play on your mobile phone, because, don’t forget, not playing, he’s more lonely, more isolated and less happy
games are the most popular type of app downloaded from the app 5 Under 18s banned from playing between 10 p.m. and 8 a.m.
stores. Something like 90 percent of teenage boys play video games and limited to 90 minutes on weekdays and three hours at
and 80 percent of teenage girls, so as you can see, gaming is a gender- the weekends and holidays.
neutral pastime. Now, of those two billion gamers, around 60 percent,
6 A law to ban Space Invaders
it’s estimated … 60 percent of them play every day and they average
about 12 hours a week of game time, and this is why gaming is now such
7 Not all lonely people are addicts but almost all addicts are
a huge industry – around a hundred and fifty billion pounds a year. That’s lonely.
more than films, more than music. It’s the largest and most lucrative 8 Teaching them how to build and maintain friendships
entertainment sector in the world … bar none. But here’s the thing –
around 3 to 4 percent of gamers are what we would classify as addicts. 5 Ss listen again and add or amend their notes as necessary.
That’s according to the World Health Organisation, which now lists video
6a Ss complete their summaries individually. Monitor and offer
game addiction as a mental health condition.
help where necessary.
Those are the figures. As I said, I want to talk a little bit about what a
game addict might look like. So let’s paint a picture of an average game b Ss compare their summaries in pairs. When they have finished,
addict and we’ll call him … Johan. Now Johan, as you might have noticed, elicit what makes a good summary.
he is a ‘he’ and that’s because although gaming is gender-neutral, game
addiction is not. Something like 94 percent of addicts are male and only Suggested answers:
6 percent female. And we’ll look a bit more at why that might be soon but • including important information
let’s stay with Johan for now. So, Johan is about 25 years old and he plays • leaving out minor or irrelevant information
far more than 12 hours a week but that’s not what makes him an addict.
• being easy to read and understand when you come back to it
What makes Johan an addict is that playing video games is negatively
affecting the rest of his life. Most nights Johan is tired and wants to sleep in the future
but he can’t because he’s playing video games. His gaming is what we call
‘compulsive’ which means that he is not fully in control and even when c Ss practise remembering the information in pairs. Tell them to
he’s not playing, he’s thinking about playing. He’s lost his friends because look at Section 2 only if they need to.
he hasn’t got time to see them, so he’s become more lonely, more 7 Put Ss in small groups to think of advice. When they have
isolated and less happy, and when he’s feeling less happy, gaming gives
finished, ask each group to share their advice with the class.
him a way out. So the more Johan plays, the unhappier he becomes and
the unhappier he becomes, the more he plays. It’s a classic vicious circle.
Homework ideas
So let’s take the WHO’s figures and think about 4 percent of gamers
being addicts. What’s 4 percent of two billion. Anyone? I’ll tell you. It’s Workbook: Exs 1–3, p82
eighty million people. Think about that for a moment. Eighty million
people. That’s the equivalent of the population of Germany. So with that
many people showing addictive behaviour, it’s no wonder that countries
around the world are starting to take action. In South Korea in 2011, a
law was introduced which banned anyone under 16 from playing games
between midnight and 6 a.m. In China a law was introduced which
banned gamers under 18 from playing between 10 p.m. and 8 a.m. and
limited gaming time to 90 minutes per weekday and three hours on
weekends and holidays. And believe it or not, this kind of reaction to
video game addiction is not new. Now, none of you are old enough to
remember Space Invaders but that was one of the first video games, and
even at that time a British politician tried to introduce a law to ban the
game because it was considered too addictive. The bill was debated in
parliament and almost became law.
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Unit 10
Answers:
10C Master your reading Paragraph 3
The mistake: putting a word between the to and the verb of an
infinitive
Introduction The rule: don’t split the infinitive
Arguments against the rule: it has been dropped from style
Ss develop the reading skill of understanding an article by learning
manuals and people have been using split infinitives for
how to understand metaphors.
centuries
Warm up 3 Ss read the article again and answer the questions individually,
Review the vocabulary from Lesson 10C by writing the following then compare their answers in pairs. Check answers with the class
pairs of words on the board:
Answers:
sound/convincing
1 Languages are important to how we see and understand
superficially/outwardly
ourselves.
lacking/flawed
2 The crime of misusing the apostrophe is worse than the
compelling/valid
crime he commits.
Put Ss in pairs to discuss the differences in meaning between
3 Because the vigilante is in reality taking pleasure in drawing
each pair of words.
attention to other people’s uncertainty about how to use the
1a Focus attention on the pictures and elicit what Ss can see. apostrophe.
Read the example with the class then ask Ss to identify the rest of 4 The consensus is that disinterested means the same as
the mistakes, then compare their answers in pairs. Check answers uninterested.
with the class. 5 He is still a highly regarded stylist. (no less a stylist than)
6 Prescriptive works, i.e. books that tell people (prescribe) how
Answers: to use language.
A breath is a noun – the correct spelling of the verb is breathe
B the apostrophe in Flower’s should not be there 4a Look at metaphor number 4 in the article (an army of people)
C disinterested officially means neutral and not preferring one and elicit Ss’ ideas about its effect as a class, but don’t give any
side to the other. The word should be uninterested. answers yet.
D dognuts should be spelt doughnuts (or possibly donuts) b Ss read the Focus box and check their answer to Ex 4a. Check
E some people believe an infinitive should never be separated the answer with the class and answer any questions they have
by another word (i.e. a word between the to and the verb) about the information in the Focus box.
F Bored should be spelt Board 5 Ss match the metaphors in the text in Ex 2 with the meanings
b Ss discuss the question in pairs. When they have finished, elicit with the class.
their answers and have a brief class discussion. With stronger
classes, you could ask them to share any other ‘mistakes’ they’ve Answers: 1 g 2 c 3 e 4 b 5 h 6 f 7 d 8 a
seen or heard with the class.
c Give Ss a couple of minutes to think of their ideas, then put 6 Ss read the extracts and identify the metaphors individually,
them in pairs to discuss. In feedback, ask a few Ss to share their then compare their answers in pairs. Check answers with the
ideas with the class. class.
2a Ss read the article quickly and identify the pictures
individually, then compare their answers in pairs. Check answers Answers:
with the class. 1 The metaphor describes seeing Juliet as seeing a sunrise. Its
effect is to convey an idea of hope and excitement.
Answers: 1 B 2 C 3 E 2 The metaphor describes people who make us happy as
gardeners. Its effect is to convey an idea of beauty and
b Ss complete the details individually, then compare their wonder at the magic that they create.
answers in pairs. Check answers with the class. 3 The metaphor describes love as a person or thing that calls
you. Its effect is to convey an idea of lack of choice. At the
Answers: same time the second line conveys an idea of hard work.
Paragraph 1
The mistake: using an apostrophe when it is not necessary 7 Read the example with the class, then ask Ss to write their own
The rule: apostrophe + s denotes possession and not plurality metaphors. Monitor and help with vocabulary where necessary,
Arguments against the rule: It’s not OK to fetishise the writing any new words and phrases on the board. When they are
apostrophe or take pleasure in other people’s insecurity about ready, put Ss in groups to share their ideas.
grammar
Paragraph 2 Homework ideas
The mistake: using disinterested when the correct word is Workbook: Exs 1–7, pp.80–81
uninterested
The rule: disinterested means neutral and not preferring one
side to the other
Arguments against the rule: most people use it to mean
uninterested and it has been used that way since the
seventeenth century
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RESOURCE BANK
Photocopiable activities index
LESSON LANGUAGE POINT PAGE

1A Language focus 1: Present, past and future perfect 167
Language focus 2: Present, past and future perfect 168
Vocabulary: Phrases with delexical verbs 169
1B Language focus 1: Subject raising 170

Language focus 2: Subject raising 171
Vocabulary: Idioms for expressing and controlling emotions 172
1C Language focus 1: Infinitive phrases 173

Language focus 2: Infinitive phrases 174
Vocabulary: Connotation 1 175
2A Language focus 1: The continuous aspect 176

Language focus 2: The continuous aspect 177
Vocabulary: Trends 178
2B Language focus 1: Probability 179

Language focus 2: Probability 180
Vocabulary: Agreement and disagreement 181
2C Language focus 1: Cleft sentences 182

Language focus 2: Cleft sentences 183
Vocabulary: Connotation 2 184
3A Language focus 1: Question forms 185

Language focus 2: Question forms 186
Vocabulary: Ideas 187
3B Language focus 1: Reason clauses 188

Language focus 2: Reason clauses 189
Vocabulary: Problems and solutions 190
3C Language focus 1: Ways of modifying adjectives 191

Language focus 2: Ways of modifying adjectives 192
Vocabulary: The news and reporting 193
4A Language focus 1: Non-future uses of will 194

Language focus 2: Non-future uses of will 195
Vocabulary: Anxiety and excitement 196
4B Language focus 1: Real conditionals 197

Language focus 2: Real conditionals 198
Vocabulary: Adjective + noun collocations 199
4C Language focus 1: Giving impressions 200

Language focus 2: Giving impressions 201
Vocabulary: The senses 202
5A Language focus 1: Linking devices 203

Language focus 2: Linking devices 204
Vocabulary: Importance and usefulness 205
5B Language focus 1: Unreal conditionals 206

Language focus 2: Unreal conditionals 207
Vocabulary: Risk, success and failure 208
5C Language focus 1: Hypothetical language 209

Language focus 2: Hypothetical language 210
Vocabulary: Near-synonyms 211
165
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LESSON LANGUAGE POINT PAGE
6A Language focus 1: The passive 212
Language focus 2: The passive 213
Vocabulary: Making connections 214
6B Language focus 1: Making formal recommendations 215

Language focus 2: Making formal recommendations 216
Vocabulary: Regulation 217
6C Language focus 1: Comparatives 218

Language focus 2: Comparatives 219
Vocabulary: Responding to ideas 220
7A Language focus 1: Determiners 221

Language focus 2: Determiners 222
Vocabulary: Idioms related to exploration 223
7B Language focus 1: Relative clauses 224

Language focus 2: Relative clauses 225
Vocabulary: Deception 226
7C Language focus 1: Reduced relative clauses and similar structures 227

Language focus 2: Reduced relative clauses and similar structures 228
Vocabulary: Skills and abilities 229
8A Language focus 1: Describing habits and compulsions 230

Language focus 2: Describing habits and compulsions 231
Vocabulary: Idioms related to feelings 232
8B Language focus 1: The future in the past 233

Language focus 2: The future in the past 234
Vocabulary: Decision making and reflection 235
8C Language focus 1: Emphasising advice 236

Language focus 2: Emphasising advice 237
Vocabulary: Idioms related to risk 238
9A Language focus 1: Narrative tenses 239

Language focus 2: Narrative tenses 240
Vocabulary: Verb–adverb collocations 241
9B Language focus 1: Reported speech 242

Language focus 2: Reported speech 243
Vocabulary: Gossip and rumours 244
9C Language focus 1: Participle clauses and verbless clauses 245

Language focus 2: Participle clauses and verbless clauses 246
Vocabulary: Improvement and deterioration 247
10A Language focus 1: Emphasis and persuasion 248

Language focus 2: Emphasis and persuasion 249
Vocabulary: Collocations: innovation 250
10B Language focus 1: Heads and tails 251

Language focus 2: Heads and tails 252
Vocabulary: Board games 253
10C Language focus 1: Concession clauses 254

Language focus 2: Concession clauses 255
Vocabulary: Evaluating 256
Photocopiable notes and answer key 257–277
166
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1A Language focus 1 Present, past and
future perfect
1 What teams are you part of or have you been part of at some point?
2 Complete the text with an appropriate perfect form of the verbs in brackets.
Meet the marketing department
How long have you been in the team?
Lesina: At the end of this year, I 1 (work) at this company for five years. It’s hard
to believe I 2 (already / be) here for that long. Time flies!
George: I’m relatively new. I only started about two weeks ago, so I 3 (just / settle in)
and getting to know everyone.
Milly: It’s a bit complicated. You see, I 4 (only recently / rejoined) the team after
taking a year off. I 5 (previously / work) here for about three years.
What 6 (do), if anything, to help build connections between the team members?
Lesina: We 7 (not held) any formal team building days or anything, although
we do have a monthly lunch. We 8 (have) a few really good chats there.
George: They held a welcome meeting for me when I joined, which was nice. Someone
9 (prepare) some icebreaker questions and we all had to go around in
a circle and introduce ourselves.
Milly: Some of us like to go for a quick stroll around the block, to get some fresh air. With all this fine weather
we 10 (have) lately, we 11 (go) almost every day.
By this time next year, do you hope anything 12 (change) in the team?
Lesina: Nope. Personally, I hope everything 13 (remained) the same. I’m pretty
content with the status quo.
George: I’d like to think that I 14 (make) some decent friends in the workplace.
I also hope I 15 (show) they made the right decision hiring me!
Milly: I hope I 16 (be promoted) to a more senior position. I’ve been making a
big effort recently and I hope that it’ll be taken into consideration.
3 Work in pairs. Discuss the questions in Exercise 2 in relation to a team or group you are in,
e.g. a workplace, a class or a sports team.
PHOTOCOPIABLE © Pearson Education Limited 2021 167
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1A Language focus 2 Present, past and
future perfect
1 2
In five years’ time, We have all …

we all hope … for years.
3 4
We have all … We’re all grateful

at least three times. because …
5 6
When we started this class,

We’ve all recently …
we’d already …
7 8
So far, none of us By next summer, all of us

have ever … will have …
9 10
By this time tomorrow,

Lately, we’ve all …
we’ll have …
168 PHOTOCOPIABLE © Pearson Education Limited 2021
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1A Vocabulary Phrases with delexical verbs
1 Complete the sentences in the table with the correct form of the verbs in the box. Use some verbs
more than once.
do get give go have hold make take
2 Find a person for as many statements as you can. Write their names in the second column and write
notes in the third.
Find someone who … Name Notes
1 has on a long
hike somewhere serene.
2 consistently
the effort to be on time.
3 has a good
old-fashioned chat with
someone recently.
4 has on a
search for information lately.
5 has already
a look at the Roadmap app.
6 was a
nudge by someone to enrol
in this English class.
7 has participated in a
festival in
their local area.
8 sometimes
family or friends help with
their technology.
9 tries to some
exercise every day, like going
for a run or just a stroll.
10 has some
rock-climbing or another
adventure sport.
11 knows a decent topic that

usually people
talking.
12 doesn’t mind
the lead in a team rather than
just making a contribution.
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1B Language focus 1 Subject raising
1 Write two sentences using a form of the words in brackets.
1 Your payment is overdue (appear)

2 We have a lot in common (seem)

3 I’d used an incredibly obvious password (turn out)

4 I had a knee-jerk reaction (happen)

5 You’re not taking me seriously (seem)

6 It was an honest mistake (turn out)
7 They recognised me from the photo (happen)
8 The upward trend continues (appear)
2 Work in pairs. In which two pairs do the sentences have a slightly different meaning?
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1B Language focus 2 Subject raising
These days no one

seems …
The vast majority of

people appear …
Everyone in the class

turns out …
I happened …
It turns out …
It appears …
It seems …
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1B Vocabulary Idioms for expressing and
controlling emotions
1 Complete the idioms in the questionnaire with the correct form of the words in the box.
bite bottle chest drive face get lash let make put skin take
1 If a waiter brought me the wrong order, I wouldn’t say anything because

I wouldn’t want to
a strongly disagree b disagree
a scene.
c agree d strongly agree
2 I’ve got quite a thick

offence easily.
. In other words, I don’t take
3 If something bothers me, I like to get it off my

than
a strongly disagree
it up.
b disagree c agree
rather
d strongly agree
4 Even if I’m disappointed, I usually put a brave

a strongly disagree b disagree c agree
on it.
d strongly agree
5 I’m more likely to

conversation.
my tongue online than in an offline
6 Something that really

me up the wall
under my skin and
is …
7 I’d say the best way to off steam is to …
8 If I noticed someone
I’d …
out at my friend online,
9 Something that helps me to

things into perspective is …
a step back and
2 Complete the questionnaire by choosing an option (a–d) or completing the sentence.
3 Work in small groups. Discuss your answers. What do you have in common?
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1C Language focus 1 Infinitive phrases
1 Complete the infinitive phrases in boxes A and B.
A a to tell the truth B a needless to

b be fair b to begin
c to a long story short c to make worse
d to name but a d to cap it
e to it bluntly e to perfectly honest
2 Complete conversation A with phrases from box A and conversation B with phrases from box B.
A
A: Tell me, have you seen anything decent on social media lately?
B: Well, 1 to tell the truth , I’m not really much of a fan.
A: It’s true I don’t see you online much. Why’s that?
B: 2 , it’s mostly a waste of time. Although

3 , it’s occasionally useful for my work, I suppose.
A: Really? What about for keeping in touch with family and friends, crowd-sourcing,
inspiration, cat videos, 4 ?
B: I see what you’re saying and I used to be an addict, too. But, 5 ,

I took a step back one day and realised I was missing out on my real life.
A: Isn’t it part of real life now, though?
B
A: Hey, how’s your day been so far?
B: 6 , it’s hasn’t been the greatest.
A: Oh, are you going to tell me what happened?
B: So, 7 , I made a mistake at work and

8 , the manager called it out in front of everyone.
9 , I was humiliated.
A: Sounds like it was a rough morning then.
B: I’ll say. Finally, 10 , I was so flustered that I managed to spill

coffee all over my keyboard!
A: Oh dear. Shall we go and get some fresh air for a minute, and perhaps another coffee?
3 Work in pairs. Practise the conversations, separating the infinitive phases with pauses.
4 Make new conversations, starting with the first questions in Conversation A and Conversation B.
Use real or imaginary opinions and events. Use infinitive phrases.
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1C Language focus 2 Infinitive phrases
to tell the truth
needless to say
to come back to my earlier point
to put it bluntly
to begin with
to be perfectly honest
to add insult to injury
to make matters worse
to name but a few
to cut a long story short
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1C Vocabulary Connotation 1
1 2
LUCKY YOU! You go to a restaurant
with tacky decor and
You win an outrageous
sum of money in a social
meagre portions of food. media competition.
12 point(s) point(s)
3 4
11 A company gives you a A customer sends a
free sample of their new gushing message to your
nutritious bite-size snack. manager about you.
10 point(s) point(s)
5 A social media 6
9 personality with thousands of
Your friend’s doting
parents offer to invest in
adoring fans gives your company
your shared business venture.
a glowing recommendation.
8 point(s)
point(s)
7 8
7 Your colleague’s blind You would only give a
ambition seems to affect her restaurant a lukewarm
ability to treat you kindly. recommendation.
6 point(s) point(s)
9 10
5 It’s a freezing day,
You’ve bought an educational
but all you’ve got is a
toy for your nephew’s birthday.
flimsy jacket.
4 point(s)
point(s)
11 12
3 Your brother tells you You realise you and your
off for giving sugary new friend are both die-hard
processed snacks to his kids. fans of the same band.
2 point(s) point(s)
13 14
1
START point(s) point(s)
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2A Language focus 1 The continuous aspect
1 Read the interview and complete the answers with the best option, a, b or c.
Sometimes more than one option is possible.
Welcome to Hastings School of English!

Each month we interview a student
to get to know them better.
This month, meet Leo from Milan.
1 Q: Tell me about your reasons for studying English.

A: I English since I was seven years old. However, now that I’m about to graduate,
I wanted to do an intensive course to improve my spoken English.
a ’ve been studying b was studying c am studying
2 Q: What are the positive aspects of your language school experience so far?
A: I more confident and I’ve connected with some great people.
a ’m becoming b ’ve been becoming c ’ll be becoming
3 Q: Before this course started, how often had you been speaking English?
A: I as much speaking practice as I wanted, which is one of the reasons why I decided
to come to England.
a had been getting b hadn’t been getting c wasn’t getting
4 Q: How do you think the way people learn languages is changing?
A: Personally, I apps more recently than I used to.
a ’ve been using b was using c ’d been using
5 Q: What do you think you’ll be learning today?
A: I think in today’s class we at infinitive phrases like to tell the truth and needless to say.
a ’re looking b ’ll be looking c ’re going to be looking
6 Q: What do you tend to do on an average weekend?
A: You’d usually find me chilling out with friends, or maybe going out on Saturday night,
to a club or something. This weekend though, I to London to explore a bit.
a was heading b ’m heading c ’ll be heading
7 Q: Are you more into books, films or games?
A: I’d usually say films, but I an amazing book right now, which is set here in Hastings.
a ’m actually reading b ’ve actually been reading c ’ll be reading
8 Q: What do you hope to be doing this time next year?
A: I hope in a decent job, or maybe travelling somewhere exotic!
a to be working b be working c I’ll be working
9 Q: If you didn’t have class today, what would you be doing?
A: I think on my sleep!
a I’ll be catching b I’d be catching up c I’m catching up
2 Work in pairs. Ask and answer the questions in the interview. Use continuous forms in your answers.
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2A Language focus 2 The continuous aspect
Is it true?
Every student will be coming to the next scheduled class.
Is it true?
A few people in the class have been volunteering their time for a
good cause lately.
Is it true?
A large proportion of classmates have been coming to class on foot
recently.
Is it true?
Most classmates will be studying here for at least another six weeks.
Is it true?
About half the class expect to be living in this area in two years’ time.
Is it true?
The vast majority of the class had been planning to enrol on this
course for a few months before it started.
Is it true?
Few people in the class seem to be using libraries these days.
Is it true?
Over 50 percent of the class are considering taking up a new
hobby this year.
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2A Vocabulary Trends
1 How have food and eating habits in your country changed since you were young?
2 Complete the article with the words and phrases in the box.
a new era downward looks promising on the up are passed the milestone reversed set
set to continue tipping point upward trend
Eight food 1 Plant-based foods

In the face of climate and health concerns, many people have been drastically reducing their meat
trends
intake, whether through a ‘meatless Monday’, or choosing to go vegetarian or vegan.
The emergence of imitation meat burgers, which actually taste of the real thing, complete with fake
‘blood’, marks the start of 1 – with even avid meat-lovers struggling
to tell the difference. With vegetarianism currently hovering at around 8 percent of the global
population, some experts predict that a 2 is reached once that
number reaches 10 percent, leading to a further rapid expansion of a no-meat lifestyle.
2 Convenience
With our busy 21st-century lives, who has the time or inclination to cook any more?
3 meals delivered to your door at the push of a button, ready-to-heat
frozen meals and meal-replacement shakes that promise all the nutrients of a balanced meal.
3 Allergen awareness
With more and more people being diagnosed with food intolerances, awareness is an
4 . Cafés, restaurants and food producers are realising that gluten-free,
dairy-free and nut-free products are big business, and they are catering to customers accordingly.
4 Goodbye packaging
With growing concerns about waste, more and more people are looking to reduce packaging.
Could this signal the end of the plastic straw, the plastic bag and the single-use water bottle? One
innovation that 5 is the development of edible food containers, which
allow people to eat their rice-paper sandwich wrap or nibble on their gingerbread takeaway cup.
5 Small-screen takeover
The popularity of food shows, particularly reality TV ones, seems 6 .
Starting in 2005 in Britain, the reality programme Masterchef has now 7
of being broadcast in more than 40 countries and 200 territories around the world.
6 Fermented foods
Korean kimchi, fizzy kombucha drinks or natural yoghurt – all these friendly-bacteria goodies are
growing in popularity! Some celebrities have helped 8 this trend,
posting their gut-friendly habits on social media.
7 Cookbook love
A few years ago, cookbook sales seemed to be showing signs of slowing, which is not surprising
when recipes can be found so easily online. However, recently, some cookbooks have
9 this trend, and topped best-seller lists. Perhaps there is hope for
cookbook aficionados?
8 Affordability
Despite some exceptions, in general, global food prices have been on a
10 trend since the 1950s. Food lovers rejoice!
3 Work in groups. Discuss the questions.

1 To what extent do you think people and companies are following these eight food trends where you live?
2 Have you or has anyone you know been following any of these trends?
3 What other food trends have you noticed?
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2B Language focus 1 Probability
1 Complete the sentences using the words in brackets so that they mean the same
as the first sentence.
1 These documents probably won’t be ready by the deadline. (unlikely)
These documents .
2 Our customers will definitely like the new product. (certain)
It’s .
3 It’s likely that there will be some redundancies in the next 12 months. (likely)
There .
4 She is sure to have seen the email by now. (certain)
It’s .
5 It’s not certain that I’ll get a promotion. (sure)
I’m .
6 It’s likely that they won’t change their behaviour. (unlikely)
They’re .
7 It’s now certain that the deal will go through. (certain)
The deal .
8 The upward trend probably won’t continue. (unlikely)
It’s .
9 You will probably attend at least six interviews before securing a job. (likely)
You .
10 It’s likely that the new boss will make some changes. (sure)
The new boss .
2 Work in pairs. Take turns saying a statement from Exercise 1. Your partner must
express disagreement with the probability of the statement.
A: These documents are unlikely to be ready by the deadline.

B: Really? I think it’s highly likely that they will be!
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2B Language focus 2 Probability
The jobs our children

We’re all going to revise
will do in the future
this lesson tonight.
don’t exist yet.
We will be in the same

English class as each One of us will become
other one year from an English teacher.
today.
Antibiotics will no
It’s going to rain
longer be an
tomorrow.
effective medicine.
More people will be Our teacher has

working from home in another job besides
two decades’ time. teaching.
Two of our classmates Cash will become

share the same completely obsolete in
birthday. the next few years.
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2B Vocabulary Agreement and disagreement
Thermometer
against board go loath lukewarm

odds pushback to took willing
Strongly agree
1 2
My idea was met with They seemed to be at

a with
response. each other.
Somewhat agree
2 4
Most people were They were

open to even
the suggestion. entertain the possibility.
Neutral 5 6
I came up Everyone got on

some with
fierce resistance. it straight away.
7 8
Somewhat disagree
They were happy to I did receive a bit of
along from
with what I suggested. some of my colleagues.
9 10
Strongly disagree A few people They seemed to be

issue
with it at first. enough to give it a try.
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2C Language focus 1 Cleft sentences
1 Put the words in brackets in the correct order to make cleft sentences.
A Which would you prefer the city council to invest in, a new public mural or a children’s playground?
1 , so I would vote for the playground.
(children / it’s / who / our future / are)
2 Both options would be nice-to-haves, but
, like a festival or a concert.
(I’d / what / something entirely different / prefer / actually / is)
3 because it’s something that can be enjoyed by
people of all ages.
(choose / I’d / what / the mural / is)
B What improvements would you like to see in our public transport system.
4 that is reliable.
(desperately need / is / a bus system / we / what)
5 the problem in this city, it’s the lack of green spaces.
(not / that / is / public transport / it’s)
6 more room on trains at peak times.
(I’d / is / all / ask for)
C Do you favour investing more in recycling facilities or a waste-reduction campaign?

7 to put rubbish in
the bin. I mean, it’s a bit patronising, isn’t it?
(advertising campaigns / I / is / to / trying / what / get us / can’t stand)
8 strikes me as the most effective. Recycling facilities
are at the limit as it is.
(waste-reduction campaign / the / it’s / that)
9 Are they mutually exclusive? I can see them working
better together.
(I’m / to say / trying / what / that / is)
D What is something you or someone who know has done which contributes, or has contributed to,
improving the environment of your area?
10 I was part of a tree-planting initiative with my university last year.
for seedlings, and then we planted them in a
reforestation area.
(we / first / to fundraise / was / what / did)
11 the little things, like my friends who pick up litter
when they see it.
(makes / the / difference / what / is / biggest)
12 I haven’t done much, to be perfectly honest. However,
a few ideas to the local council via social media.
(have / what / I / submitting / enjoyed / was)
2 Write your own answers to questions A–D. Use a cleft sentence in each answer.
3 Work in pairs. Ask and answer the questions.
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2C Language focus 2 Cleft sentences
Cross the board: to claim a space, respond to the questions using a cleft sentence.
Player A direction
1 2 3 4 5
Tell your partner Tell your partner What made you Would you say What is a
about a gig about a time you choose to take that you have a personality trait
you’ve been to prepared some this particular sweet tooth? that you value
and what stood food for someone. course? highly in
out about it. a friend?
6 7 8 9 10
What has been What’s Share something Have you ever Tell your
the most useful something positive about found something partner about
thing you’ve that drives your work or that wasn’t a memorable
covered in this you crazy? place of study. yours? What did teacher.
course so far? you do?
11 12 13 14 15
Player B direction
What is your What comes to Share some brief Say something Describe an ideal
favourite time mind when you information about what environment for
of year? hear the word about what you you believe you to study in.
penny-pinching? did on a work or residents in your
study project. area want.
16 17 18 19 20
What is a sport Name a trend What might Share a chore Tell your partner
that you would that you think is you be doing that you hate about a book that
be open to set to continue around this time doing at the you remember
trying? for a long time. next year? weekend. from your
childhood.
21 22 23 24 25
What strikes Talk about In your opinion, Do you enjoy What influenced
you as a someone who what do you being part of a you to choose
charming city to shares your need in order rowdy crowd? your field of work
visit one day? sense of humour. to make a good Why/Why not? or study?
breakfast?
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2C Vocabulary Connotation 2
Student A
1 Work in pairs. Say a sentence (1–5). Student B listens and chooses a reply from
their list. Then swap roles. Listen to Student B’s sentences and choose a reply (a–e)
from your list.
1 I’m afraid our TV is kind of archaic.
2 Sorry about the mess. It’s all a bit chaotic here at the moment.
3 I see three significant problems with the proposal.
4 I’m not big into gifts. I’m a bit of a penny-pincher.
5 I was quite harsh about enforcing the rules yesterday, I do apologise.
a It will be challenging, for sure, but not impossible.

b It looks quite charming to me.
c I love affordable places. Bring it on!
d It certainly employs a lot of students every year.
e They are a rather lively group, aren’t they?
2 Work with Student B. Think of a possible context for each pair of sentences.
Student B
1 Work in pairs. Listen to Student A’s sentences and choose a reply (a–e) from your list.
Then swap roles. Say a sentence (1–5). Student A listens and chooses a reply from
their list.
a It’s very relaxed. It makes me feel at home.
b So, you’re economical. Nothing wrong with that!
c You were firm and I didn’t take any offence.
d Don’t worry, think of it as vintage!
e alarm
OK, let’s tackle astonish
the issues one atconvince
a time. delight depress encourage
1 I’m sorry, this hotel looks more run-down than I expected.

2 Things are going to get difficult.
3entertain
The café we’re exhaust
going to is cheapfrustrate infuriate
and cheerful, I hope insult
you don’t mind. overwhelm
4 My goodness, that’s a rowdy mob next door.

5 That company has a reputation for exploiting young people.
satisfy scare stress tempt upset worry
2 Work with Student A. Think of a possible context for each pair of sentences.
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3A Language focus 1 Question forms
1 What do you think are the safest small-talk topics?
2 Put the words in the correct order to make questions.
Nine questions
that you ask at
your own risk
1 you / better / have / to / anything / don’t / wear
?
2 talk / let’s / politics, / we / shall / about
?
3 you’re / you / not / working / right now / are
?
4 it / about / don’t / me / you / what / that / like / is
?
5 honestly / of / tell / you / haircut / could / me / you / what / think / my
?
6 don’t / everyone / they / likes / meat, / eating
?
7 you’re / so / saying / you / earn / don’t / much
?
8 you / would / how / are / you / me / tell / old
?
9 another / you’re / having / holiday
?
3 Work in pairs. Why might each question in Exercise 2 be risky to ask aloud?
Would it depend on the situation? Why/Why not?
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3A Language focus 2 Question forms
Situation 1
1 Read the situation. Has anything similar ever happened to you?
The situation
A and B are colleagues and good friends and have
been collaborating on a major report for their boss,
which is due tomorrow. They are about to go over
some final changes before the report deadline
when A overhears B mutter, ‘Why on earth is this
document empty?’ It seems that something has
happened to the document and the work is lost.
A is quite sure that it is B’s fault.
2 Write five different questions that might be

asked during the ensuing conversation.
Use the question forms from Lesson 3A.
You haven’t got a copy of the report, have you?

So you’re saying you don’t have one?
3 Roleplay the conversation between A and B.
Situation 2
1 Read the situation. Has anything similar ever happened to you?
The situation
A and B are flatmates, who usually get on well.
B comes home from work one afternoon to find
water all over the kitchen floor. B is pretty sure that
it was A who left the tap on, causing a flood.
As B starts cleaning up the mess, A walks into
the kitchen. B decides to confront A about
the situation.
alarm astonish convince delight depress encourage
2 Write five different questions that might be

asked during the ensuing conversation.
Use the question
entertain forms from Lesson
exhaust frustrate3A. infuriate insult overwhelm
You’re home early, aren’t you?

Let’s talk about this mess in the kitchen, shall we?
satisfy scare stress tempt upset worry
3 Roleplay the conversation between A and B.
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3A Vocabulary Ideas
1 Complete the questions (1–12) with the words in the box.
around brainwave bright dawn given idea ideas mind occurred

out passing springs
1 When you hear the word creativity, what

is the first thing that
to mind?
2 Have you ever had a

idea that seemed good at the time, but
turned out to be a bit of a disaster?
3 Who do you like to bounce ideas

with?
4 If you’re of ideas, what

would you do to spark some new ones?
5 Do you ever find that solutions to problems

on you suddenly?
6 Have you had any

thoughts recently while you were doing
something else?
7 What thoughts have

to you recently about English or studying
English?
8 Has a film or TV series ever

you an idea, for example
travelling or pursuing another dream?
9 Have you ever had a

while trying to solve a problem?
10 What’s the brightest

you’ve ever had?
11 How often do you bounce

around with colleagues
or classmates?
12 When you think of attractive people, who

springs to ?
2 Think about your answers to the questions. Write your ideas in the second column.
3 Work in groups and compare your answers.
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3B Language focus 1 Reason clauses
1 Read the problems and complete the replies with the words and phrases in the box.
as it’s at the risk of asking explaining in seeing as you since that
So, here’s my problem. A few months ago, I really hit it off with a guy at the gym and we quickly became
friends, hanging out almost daily and even going on some double dates with our significant others. Then
after a couple of months, out of the blue, he stopped replying to my messages and doesn’t go to the gym any
more. He seems to be avoiding me. I have no idea why and I’m quite disappointed.
Jack
1 were only friends for a relatively short period of time, I would just let it go.
I realise that it’s probably bitterly disappointing, 2 that you seemed to be so
close, but I wouldn’t waste any more time on this ‘friend’.
3 a personal question, could you perhaps have come across as a bit clingy or
desperate?
What I’m worried about is that my manager keeps pronouncing my name incorrectly. It’s really important
to me, but I feel shy bringing it up.
Saoirse
4 it’s really important to you, I think you should say something. I realise that you
might not want to for fear of it bothering your manager, but I’m sure most bosses would want to get their
employees’ names right.
5 your manager, I think it’s a bit tricky, in 6 you might

not want to offend him/her. But don’t worry about it too much – just say your name as often as possible
within earshot of your boss!
Could you maybe send a quick email or something, 7 how to pronounce it properly?
2 Work in pairs. Discuss what you would say in response to each of the problems?
3 Write replies to the problems. Use reason clauses.
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3B Language focus 2 Reason clauses
1 2
Talk for a minute about things that would improve Talk for a minute about different problem-solving
the area you live in and why. techniques, and reasons for using them.
You will get one point for each different type of You will get one point for each different type of
reason clause you use. reason clause you use.
Since + clause Since + clause

Seeing as + clause Seeing as + clause
As + clause As + clause
in that + clause in that + clause
For fear of … + clause For fear of … + clause
At the risk of … + clause At the risk of … + clause
-ing clause to express a reason -ing clause to express a reason
3 4
Talk for a minute about what someone could do to Talk for a minute about responding to climate
improve their English. change or taking care of the environment.
You will get one point for each different type of You will get one point for each different type of
reason clause you use. reason clause you use.
Since + clause Since + clause

Seeing as + clause Seeing as + clause
As + clause As + clause
in that + clause in that + clause
For fear of … + clause For fear of … + clause
At the risk of … + clause At the risk of … + clause
-ing clause to express a reason -ing clause to express a reason
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3B Vocabulary Problems and solutions
1 Work in groups. You are going to hear about a five-step problem-solving process. In your groups,
discuss what the five steps might be.
2 Listen to the text twice. The first time, listen. The second time, take notes.
3 Work in groups. Reconstruct as much of the text as you can. Use your notes and include the correct
form of the words and phrases in the box.
grapple with befuddled pin down deal with root cause take stock of misinterpret misconstrue
shed light on underestimate brainwave mull over ponder deliberate intuitive go round in circles
zero in on ruminate
4 Compare your text with the original. Think about the questions.
• Did you include the same ideas?
• Did you use the target words and phrases in the same or different ways?
FIVE-STEP PROBLEM-SOLVING PROCESS
STEP 1 Define the problem
Whether you’re grappling with a familiar problem or are befuddled by something unfamiliar,
the first step is to pin down exactly what you’re dealing with. Decide whether you want to
deal with the root cause of the problem or simply the surface issues.
STEP 2 Gather information
Take stock of what you already know, and then what you need to find out. Check there are
no aspects of the problem which have been misinterpreted or misconstrued.
Try to shed light on the problem by locating past solutions, relevant data or research.
STEP 3 Brainstorm possible solutions
Have a brainstorming session, alone or with others. Don’t underestimate the power of
getting different perspectives, especially from a diverse range of people.
If you don’t have any great brainwaves straight away, go for a walk to mull it over. Some
people let their subconscious ponder the possibilities while they are asleep and try
again the next day.
STEP 4 Decide on a course of action
If possible, take some time to deliberate on what to do. Sometimes one option will seem
intuitive. However, if this is not the case, be careful not to go round in circles. There may be
no perfect option, so you may have to zero in on the ‘least bad’ one.
STEP 5 Follow through
Once you’ve made a decision, stop ruminating, and put it into action.
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3C Language focus 1 Ways of modifying adjectives
1 Read the conversations and choose the correct alternatives.
A: Hey, listen to this. According to this travel article, there’s

a hotel in Las Vegas where you can take a slide through
an aquarium of sharks!
B: Are you 1quite/bitterly sure that’s a good idea?
A: Yeah, it sounds 2pretty/very amazing, doesn’t it?
B: Umm, to be 3completely/barely honest, I think it sounds
4absolutely/nearly terrifying.
A: I guess we have 5entirely/virtually different tastes in

what we think is fun, then!
A: I got 6somewhat/essentially emotional at the play I saw last night.

B: Really? What was it about?
A: The power of friendship. It was 7totally/deeply unique,
because it was performed in sign language.
B: That must have been 8completely/fairly difficult
to understand.
A: Actually, it was fine. The actors were 9seriously/totally
talented and they had subtitles on a screen, like in a film.
B: Wow. Sounds mesmerising.
A: Yeah, the whole thing was 10quite/very brilliant.
A: You won’t believe it, but the wifi in the flat is down again!
I’m 11absolutely/perfectly sick of this.
B: Really? I was 12pretty/absolutely hopeful it would stop
happening after the engineer came.
A: It seems to happen every time I have an assignment. I’m
13barely/nearly capable of meeting the deadlines as it is.
B: Look, what we need to do is ring the helpline.

A: Not again! You know it’s 14virtually/very impossible to
get through at this time of day.
B: It’s worth a try though, isn’t it?
A: I’m 15rather/essentially sceptical myself. Feel free to try, though.
2 Work in pairs. Practise the conversations.
3 Work in pairs. Have a conversation about one of the topics below.

Use adjectives with modifiers where possible.
• a place that you think is quite amazing

• something you think is absolutely ridiculous
• something you find utterly terrifying
• a film, show or book that was deeply moving
• whether you think people should be completely open about their opinions
A: What’s a place you’ve been that was absolutely amazing?
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3C Language focus 2 Ways of modifying adjectives
barely bitterly deeply

credible cold worrying
perfectly pretty rather

straightforward awful misleading
really fairly seriously

alarming honest disappointed
completely totally utterly

ridiculous useless terrified
essentially quite really

useless hopeful flimsy
rather virtually absolutely

astounded impossible terrified
somewhat extremely very

hurt difficult useful
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3C Vocabulary The news and reporting
impartial bend the truth
publicity stunts character assassination
unsubstantiated credible
disclose footage
question of interpretation
1 Complete the sentences with the words and phrases above.

1 The sacked official maintained that he was the innocent victim of a politically motivated
.
2 Although , the allegations were incredibly damaging to the CEO’s reputation.
3 I’d say all those people dressed in orange spots are part of some kind of .
I wonder what they’re advertising.
4 The referee is supposed to be , but she’s clearly favouring the other team.
5 The news coverage on that channel tends to in favour of the city council.
6 It’s best to get news from sources. That said, it isn’t always easy to tell what
these are these days.
7 Whether or not the leader’s speech is good news for the country is a .
8 The reporter refused to her sources, saying they feared the repercussions of
whistle-blowing.
9 News programmes sometimes use stock , which was filmed earlier,
to represent situations.
2 Work in pairs. Discuss possible connections or relationships between the words and phrases above.
Draw lines to show the connections between them.
Publicity stunts sometimes bend the truth in order to get the public’s attention.
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4A Language focus 1 Non-future uses of will
1 Read the definitions. Do you have any similar concepts for emotions in your language
(or other languages you know)?
A B
yuan bei (Chinese): the satisfaction of a perfect sisu (Finnish): a strong inner strength and
and complete performance or achievement perseverance in difficult circumstances
C D
saudade (Portuguese): an emotional longing for iktsuarpok (Inuit): the anticipation of someone’s
a past time or absent person or place arrival, where you keep going outside to check
if they are coming
2 Read anecdotes 1–4 and match them with emotions A–D in Exercise 1.
1 1You’ll have heard plenty of stories like this before, I’m sure. When I was younger, my much
older sister used to come home to visit us every Saturday and 2I would wait at the window,
face glued to the glass, until she arrived. Now, it’s me who visits her kids! They always keep an eye
out for my arrival, and 3they’ll race to the door when they hear my car.
2 4Many people will relate to this, I think … My dad is one of those people who is incredibly hard
to buy gifts for and 5he won’t give us any clues or ideas about what he wants. But one time,
I found out his favourite author was coming to town and I got us tickets to see the talk together.
He absolutely loved his present, which made me feel a great sense of fulfilment and pleasure.
3 An old song came up on my playlist recently, which had me reliving my school days, thinking
about how 6me and my best friend would always hang out together and spend hours jamming on
our guitars. We’ve drifted apart since then and I can’t help but wonder about him. 7He’ll be doing
something amazing, I’m sure, because he was so charismatic.
4 I had a rough time at work today. To begin with, 8my computer wouldn’t let me log in and then my
boss told me that there’d been a complaint from a colleague about me, but 9she wouldn’t tell me what
it was. Talk about making my stomach churn! 10I won’t give up though. Tomorrow is another day!
3 Match underlined phrases 1–10 in the anecdotes in Exercise 2 with their uses, a–f.
a predictions d refusal in the present
b present habit e refusal in the past
c past habit f to pretend an object refuses to do something
4 Choose one of the emotions in Exercise 1. Write a short anecdote (real or imagined) about it.
Use at least two non-future examples of will.
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4A Language focus 2 Non-future uses of will
Seven tasks for seven classmates
1 Tell someone a joke.

You’ll probably have heard this before / You probably won’t have heard this one before …
2 Ask someone about a place, and how busy/hot/… it will be right now.
Do you think that little Indian takeaway across the road will be busy right now?
3 Tell someone about something you do when you have time on your hands and ask if they
do the same thing.
I’ll often listen to the same song on repeat. How about you?
4 Tell someone about a style or fashion from your younger years.
When I was ten, I’d always wear this one faded red baseball cap.
5 Tell someone about something you refuse to do in a job.
I won’t reply to emails after hours unless it’s an email from my boss.
6 Tell someone a general complaint about life.
Why won’t people be kinder to others?
7 Tell someone about a time something stopped working for you.
I dropped my phone in the swimming pool and then it wouldn’t work.
Seven tasks for seven classmates
1 Tell someone a joke.

You'll probably have heard this before / You probably won’t have heard this one before …
2 Ask someone about a place, and how busy/hot/… it will be right now.
Do you think that little Indian takeaway across the road will be busy right now?
3 Tell someone about something you do when you have time on your hands and ask if they
do the same thing.
I’ll often listen to the same song on repeat. How about you?
4 Tell someone about a style or fashion from your younger years.
When I was ten, I’d always wear this one faded red baseball cap.
5 Tell someone about something you refuse to do in a job.
I won’t reply to emails after hours unless it’s an email from my boss.
6 Tell someone a general complaint about life.
Why won’t people be kinder to others?
7 Tell someone about a time something stopped working for you.
I dropped my phone in the swimming pool and then it wouldn’t work.
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4A Vocabulary Anxiety and excitement
1 Do the words and phrases in bold have a positive (+) or negative (–) connotation?
1 It might induce a panic attack.
2 Just the thought of it brings me out in a cold sweat.
3 Some would get a thrill out of it.
4 My stomach churns just thinking about it.
5 It would give me a rush.
6 That seems like a daunting prospect.
7 It could be quite debilitating.
8 I’d get a buzz out of it.
9 Sounds rather traumatic to me.
10 I can imagine a feeling of exhilaration.
2 Work in pairs. How might the people feel? Use the words/phrases from Exercise 1.
Attending a job interview for Riding the world’s fastest Holding a large snake at a
a dream position rollercoaster wildlife park
Giving a speech in front of loved ones at a Travelling solo for the first time in a country
family member’s wedding without knowing a word of the language
3 Work in groups. Which of the situations in Exercise 2 do you think would be …

• the most daunting prospect?
• the most exhilarating?
• the most appealing to you personally?
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4B Language focus 1 Real conditionals
1 What kinds of opportunities to volunteer might there be at a community garden?
2 Complete the conversations with the verbs in the box.
comes could meet ’d like to follow ’d like to sign in don’t mind give have haven’t brought
is still ’ll probably find ’re ’s
Conversation 1 (in person)

A: Hi, I’m here for the community garden planting. Am I in the right place?
B: Wonderful, welcome. If you 1 here, please.
A: Certainly. Now, if you 2 my asking, how many other volunteers are you
expecting today?
B: Well, if everyone 3 who said they would, there’ll likely be about a dozen of us.
A: Sounds good. Now, I wasn’t quite sure what to bring. I’ve got a spade and a water bottle …
B: If you 4 your own gloves, you can get some out of that basket.
A: Thanks, these ones look about the right size.
B: Great, so if you 5 me, I’ll show you around the garden.
Conversation 2 (on the phone)

A: Hi, I saw online that you’re looking for someone to manage the social media for your community garden. If
the post 6 available, I’d be interested in it.
B: It is. If you 7 a few minutes now, could I ask you a bit about your experience?
A: Sure. Well, I’m a university student and keen social media user. I currently have 500 followers.
B: Well, if you’ve used social media a lot before, you 8 this role a piece of cake, as
we’re just starting out. If we 9 you this role, how much time could you devote to
it each week?
A: If it 10 an average week, I’ll be able to work for two or three hours.
B: It would be great if we 11 in person and talk in more detail. If you
12 free on Friday, could you come into our office at, say, 10 a.m.?
A: Sounds perfect. I’ll see you then.
3 Which of the two volunteering experiences would you prefer? Why?
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4B Language focus 2 Real conditionals
1 Work in pairs. Complete the sentences with a real conditional.
Creativity competition
1 If you wouldn’t mind giving me a few minutes of your time,
.
2 If life feels humdrum and you’ve been looking for a thrill,
.
3 If you can’t get enough of learning English,
.
4 If, you’ve got a few hours to spare
.
5 If you would like to be successful,
.
6 If public speaking brings you out in a cold sweat,
.
7 If the class finishes a few minutes early today,
.
8
.
2 Compare your ideas with the class. Score a point for each idea using a correct conditional form that
no one else has.
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4B Vocabulary Adjective + noun collocations
1 Complete the phrases with the words in the box.
basis chore experience impact rent resource sense support
1 something you feel a strong of duty to do

2 a field you have or wish you had prior work in
3 a suburb or city known for its exorbitant
4 a group of people or something that you think is an untapped
5 a household you do on a regular
6 a small action which you believe can have a profound if enough people do it.
7 two people or organisations you know that often give each other mutual
2 Think of examples for 1–7 in Exercise 1 and write them in the clouds below. Don’t write them in order.
3 Cut or tear along the line below. Work in pairs and swap sheets. Take turns guessing which of 1–7
in Exercise 1 each answer refers to. Discuss your answers.
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4C Language focus 1 Giving impressions
1 How much do you remember your dreams? What do you think are some common dreams?
2 Complete the dreams with the words and phrases in the box.
could almost be described elastic-y I don’t know why make out might possibly be purplish
somehow something resembling that kind of thing vaguely verging on which can only be described
I must have been around seven years old when I had a dream 1 as magical.
I was in some kind of boat, which was floating on this 2 lake. I could
3 these sort of fuzzy bear-like creatures swimming around under the
water. One beckoned to me, so I dived into the water and then 4 we ended
up having a tea party in a cave.
My dream was 5 being a nightmare. I was walking along a city street that
felt 6 familiar, when I felt what 7 as
an earthquake, but it was only under the place where I was standing. There were crowds of people, who stopped
and started pointing at me and laughing and 8 . It felt very realistic.
Then I woke up, thankfully. It 9 related to a stressful situation that I was
dealing with at that time.
In my dream, my front teeth were wiggly, 10 . Then, to my horror, one of

them came out in my hand. But rather than an actual tooth it looked like 11
an 12 piece of chewing gum. Pretty disgusting!
3 Make notes about a dream, real or imaginary. Use some of the language from Exercise 2.
4 Work in pairs. Describe your dream.
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4C Language focus 2 Giving impressions
1 Work in groups of three. You are each going to tell a story about an early memory
to another group. Two of the group's stories should be true and one should be made up.
Make notes.
Two truths and a lie
• What could you see?

• What could you hear?

• What did you feel?

• What could you smell or taste?

• What happened?

2 Practise telling your story to the other students in your group. Use at least four phrases
from the box.
… something resembling … I could just make out … Somehow, …

… what could have almost been a … … somewhat … I don’t know how, …
… might possibly have been … … verging on … adjective + -ish/-y
What could only be described as … It was vaguely …
3 Work with another group. Take turns telling your stories. Can the listeners guess which
story is the lie?
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4C Vocabulary The senses
Student A
1 2
f v
3
l i b
4
e v l
e i u
5 6 7
m t d r s
u i r a
8
f n s y v
9 10
f g i h o
11 12
l n r r u
13
e d i e r
14 15
d i l s s y
16
v s l o u
17
f i t n c
l b i a c
18
u r n n u a
19 20
h f a c t - l r
a f n t e o
21 22
z y t n m
y t a
Student B
1 2
4
m e l l o w
5 6 7
m u t e d c r i s p
8
s i l k y
9 10
r i c h
11 12
o d o u r
13
t e x t u r e d
14 15
m u s t y
16
17
f a i n t
18
19 20
c r y s t a l - c l e a r
21 22
f u z z y p u n g e n t
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5A Language focus 1 Linking devices
1 Work in pairs. Name ten people in the film industry as quickly as you can.
What jobs do they do?
2 Complete the blog post with the linking devices in the box.
given that granted let alone nonetheless not to mention now that provided that
regardless of supposing that
An ode to cinema’s unsung heroes
1 I asked you to name ten people in the film industry, I’d expect
you to be able to do it relatively quickly. 2 exactly who you chose,
I would guess that every single name was an actor or possibly a director. I’d be almost
sure you wouldn’t name a cinematographer, a set designer or a casting director,
3 a writer. Yet these individuals play a vital role in the
movie-making process, 4 the overall quality of the end product.
5 these roles are crucial to the success of a film, it’s strange that
we often don’t think about them. 6 , they don’t appear on the film
posters, but they do appear in the final credits, which most people don’t bother to read.
7 these workers receive a fair wage for their work, perhaps the
recognition isn’t so important. 8 , a little appreciation never hurt
anyone. 9 you’ve considered these unsung heroes, perhaps you’ll
take a moment to read the credits at the end of the film and appreciate the team effort it
took to make it. You could even send some fan mail!
3 Work in pairs. To what extent do you agree with the ideas in the blog post?
4 Who are the unsung heroes at your workplace or place of study? Summarise their
situation. Use linking devices.
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5A Language focus 2 Linking devices
Group 1A Group 1B
Talent is the most important factor for Talent is NOT the most important factor
getting a good job. for getting a good job.
1 Brainstorm ideas to support your topic. 1 Brainstorm ideas to support your topic.
2 Divide the best ideas among your team. 2 Divide the best ideas among your team.
3 Decide on the order of speakers. 3 Decide on the order of speakers.
4 Write a short speech using at least four linking 4 Write a short speech using at least four linking
devices from the lesson. devices from the lesson.
5 Practise your speeches with each other. 5 Practise your speeches with each other.
6 Discuss points the other team might raise and 6 Discuss points the other team might raise and
how you can respond using linking devices. how you can respond using linking devices.
7 Have your debate. 7 Have your debate.
Group 2A Group 2B
The individual has a negligible impact The individual has a big impact on
on climate change. climate change.
Group 3A Group 3B
Team sports are overrated. Team sports are not rated highly enough.
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5A Vocabulary Importance and usefulness
1 Choose the correct alternatives.
1 What is the most groundbreaking/peripheral discovery of the last 100 years?
2 What is the most indispensable/pivotal appliance you own?
3 Do you think your first language plays a part in learning other languages, or is it
negligible/immaterial ?
4 What is a popular film or book you consider to be a bit peripheral/overrated ?
5 What is something that might have been valuable in the past, but is now considered
worthless/futile ?
6 What is a profession you believe is undervalued/immaterial ?
7 Can you think of something which is of worthless/negligible cost, but great importance?
8 What is a noteworthy/indispensable achievement of someone you know, or know of?
9 What might be a small action with far-reaching/indispensable consequences?
10 What do you consider to be the most groundbreaking/pivotal decisions in someone’s life?
2 Work in pairs. Ask and answer four questions from Exercise 1.
3 Swap partners. Ask and answer four more questions from Exercise 1.
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5B Language focus 1 Unreal conditionals
1 Read the anecdotes and choose the correct alternatives. Sometimes both are possible.
Ravi
If I’d passed my exam with flying colours, I 1wouldn’t/would be so down about
my result. You see, I only just scraped a pass. If it hadn’t been for my nerves,
I 2might/would have done better, to be perfectly honest.
Jessica
When I was younger, if I had some free time, 3I’d spend/I’d spent it studying.
If I 4could/would go back in time, I would put less pressure on myself to
succeed and try to have more fun.
Sam
If it 5had/hadn’t been for a really amazing history teacher, I wouldn’t have fallen
in love with the subject. She really made it come alive, so much so that I ended
up becoming a history teacher too. If 6I’d had/I had a top-notch science teacher,
maybe I’d have a different career today.
Loretta
If I was more disciplined with managing my time, I 7am/’d be a better student.
It would also help if my friends 8were/would be studying law too, so that we
could compare notes and discuss our classes.
Carlos
I can’t help but think that if I’d started getting serious about my English earlier,
9I’d be/I’d have been more confident now. Maybe if I 10went/had been to an
English-speaking country to study for a bit, my conversation skills would

be better.
2 Write your own anecdote about your study or work success. Use at least two unreal conditionals.
3 Work in small groups and compare your anecdotes.
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5B Language focus 2 Unreal conditionals
1 2
I’d have thoroughly

I’d take more risks if …
enjoyed it if …
3 4
If you were studying I wouldn’t be learning

here last year, … English if …
5 6
If I were invited to
It would make a huge
participate in a reality
difference to my life if …
TV show, …
7 8
If it weren’t for my
When I was younger, I’d
family/friend/
have loved it if …
teacher, …
9 10
I might be more When I was a teenager, if

productive if … I had some free time, …
11 12
If I had passed an exam If I could ask anyone in

with flying colours, … the world to dinner, …
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5B Vocabulary Risk, success and failure
1 Work in pairs. Do you know the game Snakes and Ladders? How do you play it?
2 Write sentences using a form of the phrases in the box. Add them to the game board.
• Put something good at the bottom of each ladder.
• Put something bad at the top of each snake.
Look at the examples which are already on the board to help you.
cut your losses fall flat fight a losing battle go back to the drawing board go for it
leave your comfort zone pick yourself up play it safe sink without trace soul-destroying
throw caution to the wind
3 Swap game boards with another pair. Play the game.
27 26 25
Your little café is
FINISH losing money, so you decide to
cut your losses and sell up.
24
20 21 22 23
19
18 17 16 15
14
10 11 12 13
8 7 6 5
1 2 After a soul-destroying 3
defeat in the last game,
START your favourite team wins
a surprise victory!
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5C
1a Language focus 1 Hypothetical language
1 Find and correct the mistakes with hypothetical language in eight of the sentences.
1 I’d rather people didn’t listen to loud music on public transport.

2 I wish it is easier to make ends meet.

3 It’s around time I got a decent haircut.
4 Some people act as the Earth had unlimited resources.

5 If only I found it easier to get up in the morning.

6 I wish my manager would take my ideas seriously.

7 It’s about time I leave my comfort zone.

8 I wish can play a musical instrument.

9 I rather people wouldn’t complain to me so much.

10 If only I had knuckled down at school …

11 I wish I wouldn’t be so lonely.

12 I feel though as I’d like to spruce up my apartment.

2 Write three wishes of your own. Use hypothetical language. Then compare your
answers with a partner.
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5C Language focus 2 Hypothetical language
Student A The big flat clean-up

You are living in a flat with two other people. Although things are going well
between you, some issues have come to a head recently and you are going to
have a meeting to discuss them.
Here are the points you want to make.
• You can’t stand other people leaving the dishes in the sink all day.
• Someone is leaving the fridge door open.
• No one except you ever vacuums and it’s driving you crazy.
• You would like to suggest a chores schedule for the flat.
1 Write a hypothetical sentence to help you express each point above.
I wish … I’d rather … It’s about time … If only …
2 Roleplay the meeting. Include the sentences from Exercise 1 in
your discussion.
Student B The big flat clean-up

• You think Student A should calm down and not be so critical.
• You don’t ever vacuum, but it’s because you have a sore back.
• You don’t like it when your flatmates leave their devices lying
around charging.
• You would like to suggest chipping in to pay for a cleaner.
your discussion.
Student C The big flat clean-up

• You think Student A and Student B seem a bit hostile towards each other,
and you would like everyone to get on.
• You think you should all have regular meetings like this and perhaps a
weekly dinner.
• People leaving food out (i.e. on the table) really bothers you.
• You don’t know how the vacuum cleaner works, which is why you have
never used it.
your discussion.
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5C Vocabulary Near-synonyms
1 How much of a problem is litter in your area? Have any measures been taken to dissuade people from
littering? How effective are they?
2 Read the information and choose the best alternatives.
Solving the litter problem

From food 1remains/debris and packets strewn across sidewalks, to 2flotsam/remains washing up on beaches,
litter is an unsightly problem in many places around the world.
But, how can people be encouraged to play their part in keeping the environment 3pristine/disinfected ?
Here are a few ideas.
Neighbourhood beautification Vote with your rubbish

4Scrubbing/Sprucing up a neighbourhood with One creative idea is to provide dual transparent bins,
regular rubbish collections, along with street art, where people can express their opinions by placing
trees, flower beds and the like, can be helpful. Piles their 7refuse/muck in the bin that reflects their point
of 5debris/flotsam attract more rubbish dumping, of view. Granted, it might sound bizarre, but some
whereas people are much less likely to drop litter on studies indicate that this can lead to a reduction
an 6immaculate/hygienic street. in littering.
The bottomless bin
Another idea is to add a sound effect to a bin,so

that when someone throws in rubbish, the
noise implies that it is falling a very long way
down into a hole. This is fun enough to have kids
(and kids at heart!) picking up a few extra pieces
of rubbish just to hear the sound effect again,
helping to keep streets 8spruced/spotless.
Bin care
It’s obviously helpful if public rubbish bins are kept 9hygienic/refused. Being emptied regularly, along with being
10mucked/scrubbed and 11disinfected/debris makes all the difference. After all, no one wants to touch a bin with
12muck/flotsam on it!
3 Work in groups. Discuss the questions.

• What do you think of the ideas in the texts? Would they work in your area? Why/Why not?
• What other ideas can you think of to dissuade people from littering?
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6A Language focus 1 The passive
1 Read the definition of divergent. Work in pairs. Compare

your taste in films. Are your tastes similar or divergent?
divergent (adj )
1 if similar things are divergent, they have developed in different
ways so that they are no longer similar
2 if opinions, interests, etc. are divergent, they are different from
each other
3 if two lines or paths are divergent, they separate and go in
different directions
2 Read the sentences from a review of the film Divergent.

Choose the best option, a or b, to complete the sentences.
1 The dystopian film Divergent the first book in a
popular series by novellist Veronica Roth.
a is based on b based on
2 The film is set in a future Chicago, where society is shaped

and influenced by five factions that all people .
a into are divided b are divided into
3 At 16, everyone takes a government aptitude test to determine their one virtue, and consequently
which faction .
a they will be assigned to b it will assign them to
4 Tris, the main character, expects to be in the Abnegation (Selfless) faction like her parents. that she is a
combination of three factions and therefore divergent.
a Yet her test reveals b Yet after her test it is revealed
5 never to share this information with any other civilians.

a Tris is given a warning to her b A warning is given to Tris
6 The problem is that people who have diverging strengths .

a the state hunts b are hunted by the state
7 and discovers a plot to attack another faction. She must stop this while concealing her divergent
identity to avoid getting killed by the government.
a She joins the Dauntless (Brave) faction b The dauntless (Brave) faction is joined
8 Divergent was considered a commercial success and .

a three sequels were produced b the producers produced three sequels
9 It’s interesting to think about whether strength-based models of leadership to the extreme in the future.
a could be being taken b could be taken
10 It also makes you think about whether one day people according to their character tendencies. However,
perhaps to some extent, this already occurs in workplaces, communities and social media bubbles.
a will be separated b will be being separated
3 Work in pairs. Discuss the questions.

• Have you seen or would you be interested in seeing Divergent? Why/Why not?
• To what extent do you agree with the ideas in 10?
• What are the advantages of working in a team of people with divergent strengths?
• Which of the divergent faction’s adjectives (selfless, brave, intelligent, peaceful, honest) would you most want
to be associated with? Why?
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6A Language focus 2 The passive
Card A
1 Work in pairs. Create your own dystopian film plot. Use the nouns, phrases and verbs in the table or
your own ideas. Include passive forms in your plot.
It’s the year 2050 and the human race is being controlled by …
Nouns and phrases Verbs

every nation lasers robots the human race the year 2050 break into control destroy
two students studying English die out take over
2 Present your film plot to the class. When everyone has presented their plot,vote for the best one.
Card B
your own ideas. Include passive forms.
It’s 500 years in the future and every capital city is being controlled by …

500 years in the future a charismatic leader a tsunami affect control shock vote
every capital city food shortages wipe out
Card C
In the very near future, the whole continent has been taken over by …

a totalitarian government in the very near future global warming escape fly run by steal
space station the whole continent three teenagers take over
Card D
It’s 100 years in the future and our country is being controlled by criminals …

100 years in the future a mad scientist criminals be made of break into
genetic modification islands surveillance technology control take over watch
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6A Vocabulary Making connections
1 Have you ever been in a book or a film club? Why do you think they are popular?
2 Complete in the questionnaire with the words in the box.
backdrop echo evoke from into knock-on mirror reality resonate tie underlying
Questionnaire
Part A: Pre-sharing reflection
Book or film title:

What are the 1 themes?

Why did it 2 with you?

What kind of 3 is it set against?

What emotions did it 4 ?

What was the most memorable part, and how
did it 5 into the plot as a whole?

What kind of experiences or differences did it
allow you to tap 6 ? Does it
explore a different or alternative 7
from your own or mirror your real life?

What, if any, 8 effects did the film or book have on your own life?

Part B: Post-sharing questions
Refl ect on what members of the group shared.

Did the books or films you chose 9 or 10 each other? In what way(s)?

What potential insights into each other’s taste sprang 11 your discussion?
3 Choose a book or film you know well. Complete Part A of the questionnaire.
4 Use your answers to Part A to prepare a presentation on your book or film.
5 Work in groups. Take turns giving your presentations, then discuss the questions in Part B.
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6B Language focus 1 Making formal
recommendations
1 Work in pairs. Discuss the questions.
1 Tell your partner about an experience of sitting a test or exam. What were some of the rules? How did you feel?
2 How much do you think test conditions and pressure affect your performance in a test?
3 If your language school or university asked for suggestions on how tests could be changed to reduce student
anxiety, what would you propose?
2 Some students were asked to propose changes to their language school’s end-of-course exam to
reduce anxiety. Put the words in brackets in the correct order to complete the proposals.
Proposal 1
a a more relaxed time limit.
(that / have / I / the / recommend / exam)
b students sufficient time to respond.
(the / crucial / time limit / gives / it’s)
Proposal 2
a the opportunity to sit a practice exam.
(offer / propose / the / I / school / students)
b with the format before the high-stakes assessment.
(vital / become / to / it’s / familiar)
Proposal 3
a during exams.
(be / request / I / allowed / snacks)
b consume snacks that may be eaten quietly.
(be / students / my / be / that / suggestion / allowed / would / it / to)
Proposal 4
a the current rules, but it would be helpful to have
the option to sit exams online from home.
(to / far / it / from / be / me / criticise)
b students a choice between online and face-to-face
testing options.
(the school / the idea / give / support / I / that)
Proposal 5
a to bring a support person to exams.
(permitted / I / would / to / put forward / like / the proposal / students / be / that)
b an exam candidate feel more at ease.
(a friend’s / say, / suffice / can / presence / help / to)
3 Work in pairs. How much would the ideas proposed be likely to help you perform better in a test?
I like the proposal that time limits be lengthened, as I often find myself rushing and don’t do my best.
I can see it would help some students to have a support person, but personally, I would probably find it
more of a hindrance than a help.
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6B Language focus 2 Making formal
recommendations
You are going to roleplay a meeting between

class representatives at a language school.
1 Work in pairs. Look at the list of issues that
students have raised and put them in order
of importance.
students not attending early morning classes
litter being left in the classrooms
new students finding it hard to integrate with
existing students
not enough power points in classrooms for
computers
not enough healthy food options in the canteen
2 Choose the two most important issues from the

list, or use your own ideas. Write three formal
recommendations for how to deal with each one.
3 Work in groups. Roleplay a meeting where
you put forward your issues and your
recommendations. Decide together on
action to take.
4 Report back to the class on the outcome of

the meeting.
You are going to roleplay a meeting between

class representatives at a language school.
1 Work in pairs. Look at the list of issues that
students have raised and put them in
order of importance.
students not attending early morning classes
litter being left in the classrooms
new students finding it hard to integrate with
existing students
not enough power points in classrooms for
computers
not enough healthy food options in the canteen
2 Choose the two most important issues from the

list, or use your own ideas. Write three formal
recommendations for how to deal with each one.
3 Work in groups. Roleplay a meeting where
you put forward your issues and your
recommendations. Decide together on
action to take.
4 Report back to the class on the outcome of

the meeting.
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6B Vocabulary Regulation
ban breach comply with
curb evasion face a sanction
face freeze go unpunished

consequences
monitor restrict self-regulation

content
severe unauthorised violate

penalties
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6C Language focus 1 Comparatives
1 Complete the sentences with the words and phrases in the box.
better beyond comparison bit hold a candle more not a patch on nothing quickly
rather same league than to
1 Being cooked for is way than eating out.
2 I’d holiday in the country than in a big city.
3 One of the intriguing aspects of learning a language is discovering

different types of humour.
4 I’m just that little more aware of my carbon footprint compared to a

few years ago.
5 A cup of tea is compared to a good, strong coffee to start the day.
6 I like to listen to music louder the average person.
7 Some of my family members are brilliant cooks. As for me, I’m not even in the
as them.
8 I prefer phone calls messaging.
9 Today’s hit music is the classics.
10 It’s better to forgive people more than you might want to.
11 When it comes to staying up late, I can’t to most other

people I know.
12 Mastering the English language will be a feeling that is truly .
2 Work in pairs. How far do you agree with the sentences in Exercise 1?
3 Write four of your own sentences using some of the comparative forms from
Exercise 1. Work in groups and compare your answers.
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6C Language focus 2 Comparatives
1 2
Working in a mirror factory is something I can Is your appointment with our dentist Dr Chu or our
definitely see myself doing. orthodontist Dr Brace?
3 4
Thanks for explaining the word much to me,

it means a lot. DENIAL = Don’t Even Know I Am Lying
5 6
A: You’re always eating my snacks. You ate my

apple tart, didn’t you?
B: Come on, you know that’s a pack of lies and A: What did the right eye say to the left eye?
a lack of pies. B: Between you and me, something smells.
7 8
I wondered why the frisbee was getting bigger.

Then it hit me. I just feel so irrelephant.
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6C Vocabulary Responding to ideas
1 Complete the sentences with the words in the box. Use a word with a similar meaning to the
word in brackets.
bland captivating catchy clumsy corny inventive quirky repulsive

run-of-the-mill stale surreal witty
2 Find a person for as many statements as you can. Write their names in the second column and write
notes in the third.
Find someone who … Name Notes
1 has seen a video lately.

(fascinating)
2 is having a kind of day.

(average)
3 is willing to hum a
tune for you to guess.
(easy-to-remember)
4 has experienced a coincidence or déjà vu that felt

.
(strange or dreamlike)
5 has worn an costume

at some stage.
(novel)
6 owns a cup or mug that is fitting for their personality,

perhaps something a bit .
(unusual or interesting)
7 will tell you about the time they tried something that
tasted .
(disgusting)
8 can recommend a
blogger, social media personality or TV show.
(amusing)
9 sometimes listens obsessively to songs until they

become .
(no longer interesting)
10 can tell you a joke.

(silly)
11 finds small talk a bit

and enjoys arguing about controversial topics.
(uninteresting)
12 can give you a tip to help you avoid saying

things.
(careless)
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7A Language focus 1 Determiners
1 Are you interested in travelling to places off the beaten track? Why/Why not?
2 Read the anecdotes about travelling off the beaten track and choose the best alternatives.
Experiences off the beaten track

A Lowland adventure
An overnight bus ride from Buenos Aires, followed
by 1five/five of the hours in a jeep on a dirt road took
us into 2some the/some of the lowland Argentine
swamps, the Iberá Wetlands. We’d read about
this place in a dog-eared guidebook. There were
capybaras, 3these/the huge hamster-like creatures,
roaming about. 4A few/A few of wild monkeys
came down to see what we were up to as well.
There were 5hundreds of/hundreds fireflies at night,
which lit up the open fields like street lamps in a city.
6Almost all the/Almost the animals we saw were
completely unworried by humans. We boarded in

7rather of/rather a basic room in a private house,
but it only added to the authenticity of the whole

experience.
B A night in the open

It was 8quite a/quite challenge, being a city dweller
heading off to a remote outdoor camp. We did
9one of those/one those experiences where you
head into the forest and have to survive 10the next 24/
the 24 hours solo. I think the idea was to get to know
yourself better. We were allowed to take a few things,
like matches, warm clothes and one small muesli bar.
I had to construct a shelter out of large sticks and a
mattress out of twigs and leaves. As it got dark,
I settled in for 11one of the/one of those longest nights
of my life. I hardly slept at all, tossing and turning with
every owl hoot and rustle. The next morning I was
reunited with 12all the/all other campers. It’s funny that
13most of the/most the people on that camp reported
the night-out experience as the highlight of their trip,

even though to me it felt 14exactly the/exactly
opposite at the time.
3 Work in pairs and discuss the questions.

• How much do the experiences described in Exercise 2 appeal to you?
• What advice would you give to someone who wants to travel off the beaten track in your country?
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7A Language focus 2 Determiners
1 Put the words in brackets in the correct order to complete the phrases. If of is optional, put it in brackets.
1 A quality that (your / friends / all / of) seem to have.
2 A job or task you wish that you could spend (the / time / half / only) doing.
3 Think of a random celebrity and someone you know personally. What’s something
(people / of / those / both) have in common?
4 Something you like to do (the / time / some / of), but not all the time.
5 (one / your / memories / of / first).
6 Something you like to do in (many / moments / those / of / little)
waiting around.
7 A job on your list for some time in (few / next / weeks / the)
8 Something you remember about (very / day / first / your) at school.
9 Something (of / the / people/ all / almost) here would have in common.
10 A moment when you found yourself in (the / place / right / exactly)
at the right time.
11 Something you find (challenge / a / rather)
12 Something you find (a / a / mystery / of / bit).
2 Choose eight items from Exercise 1 and write an example for each in the clouds below.
Don’t write them in order.
3 Cut or tear along the line below. Work in pairs and swap sheets. Ask questions to try to guess
which of the items 1–12 in Exercise 1 your partner’s answers refer to.
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7A Vocabulary Idioms related to exploration
Student A
Work with Student B. Take turns asking questions 1–5. When you answer Student B’s
questions, use a form of an idiom from the box.
as the crow flies get away from it all go with your gut take the scenic route the back of beyond
1 Are you a fan of getting out into nature?

Why/Why not?
2 If you think you’ve dropped something, what is

a good strategy to find it again?
3 What’s something you generally try to avoid?
4 How hard do you think it is for people to admit

to an unpopular point of view?
5 When was the last time you were totally lost?
Student B
Work with Student A. Take turns asking questions 1–5. When you answer Student A’s
questions, use a form of an idiom from the box.
follow the herd in the middle of nowhere retrace your steps steer clear of the great outdoors
1 Are you someone who likes to get where you

want to go in the most efficient way?
2 When deciding on a career, should people use

their emotions or their heads?
3 Approximately how far is your place from here?
4 Why do you think some people enjoy trekking

in the back of beyond?
5 When was the last time you were totally lost?
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7B Language focus 1 Relative clauses
1 What is a cyberscam? How easy do you think it is to fall prey to one? How do scammers try to fool
their victims?
5
2 Complete the text with the relative clauses in the box.
about which according to whom at which point in which case many of which shortly after which
the biggest of which the sight of whom to whom which time
cyberscams
to watch
out for
1 Phishing scam
Someone receives a phishing email, 1 purport to be from an official channel
such as a bank, an insurance company or a tax office. A link will take you to another legitimate-looking
website, 2 you are prompted to enter sensitive information such as a
password, PIN number or bank account details.
2 An emotional plea for help

You receive an email from someone abroad wanting to move several million dollars in a bank transfer, the
problem being that the person requires a local intermediary 3 the money
should be sent. In order to facilitate the transaction, you need to pay a ‘small’ fee of a few thousand dollars,
4 you will supposedly receive a generous cut of the multi million dollar
transaction. However, if it sounds too good to be true, it probably is!
3 Malware
Computer viruses which harvest data or ruin your device may come in the form of an innocuous-looking
e-greetings card, a marketing email from a product you like or even from the email of someone you trust.
There may be an attachment that you innocently download to view the photo or greeting, by
5 your device has already been infected by a malicious programme. Often
these programmes will, in turn, spam your contacts with a similar message, 6
some of them may alert you to the fact that you have been compromised.
4 Extortion
You receive an email from someone you don’t know, 7 there is a threat of your
being kidnapped, murdered or more commonly, your secrets being exposed, unless a substantial sum of money
is paid. Sometimes, the scammer may claim to have access to webcam footage or web-browsing history
8 you may be embarrassed. In the vast majority of cases, this is an empty threat.
5 Dating scams
This typically involves meeting your perfect match online, 9 makes your heart
and your keyboard flutter. Your new love is desperate to be with you, but there are many obstacles,
10 is lack of money. Once you transfer money for their journey to be with you,
you never hear from the person again, leaving you out of pocket and heart-broken.
3 Work in small groups. What precautions would you suggest for people to protect themselves
against cyberscams?
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7B Language focus 2 Relative clauses
I think the weather is going to be

1
this weekend, in which case .
I’ve seen some terrible films, the worst of which

2
.
The lesson will end soon, shortly after which

3
.
I own a lot of ,
4
a number of which .
I plan to around 8 p.m.,

5
by which time .
I know a lot of fans,

6
according to whom .
I’m going to keep

7 until ,
at which point I may .
If there’s one about which I like to talk,

8
it’s .
10
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7B Vocabulary Deception
1 Do you think people these days tend to be too trusting or too suspicious? Why?
2 Read the story and choose the best alternatives.
I’ve always been a very 1vigilant/above-board person. I’m careful to make my online passwords
strong, I’m 2discerning/bogus about who I trust and 3streetwise/gullible when I travel. Aside from one
time when I was 4ripped off/preyed on by a street vendor selling overpriced pineapples and another
time when I was 5taken in/lured by a kid collecting money for charity, who I later noticed spending it
on ice creams, I’ve never considered myself particularly 6gullible/bogus.
But while I was at university, I met Adam in one of my classes. We hit it off straight away and over a
few months we began spending more time together and chatting online. He would often send me
photos of his cooking, which was quite a clever 7ploy/scammer to look impressive.
But coincidences kept coming thick and fast. He would mention seeing a film that was my favourite.
He would send me a link to a very unusual song, which happened to be one that I had once danced
to in a performance. I began to question whether this was an elaborate 8scammer/ruse. How could
he know these details? I started to wonder if the whole friendship was a scam. Perhaps Adam was
one of those people who prey 9on/off unsuspecting friends. So I waited, almost expecting him to
ask me for a large loan for a sick relative.
The final straw came when I noticed some suspicious log-ins on my social media account. They
came from Adam’s part of the city and an IP address I didn’t recognise. I had the sinking realisation
that something was very wrong indeed.
When I confronted him, he denied everything and was very insulted by any insinuations and what he
called 10bogus/gullible fabrications on my part.
The next day, I re-checked the social media reports and realised that the suspicious log-ins had
in fact come off one of my own devices when I had been visiting a friend. They didn’t come from a
scammer who 11saw through/purported to be someone else.
It turns out that all his behaviour had been 12above board/discerning and those shared details
were simply happy coincidences. I had been 13duped/ripped off by my own suspiciousness. I felt
really guilty for accusing my friend of being a 14scammer/ploy.
This story has a happy ending, as we ended up getting married a few years later. However, to
this day, Adam teases me mercilessly about the fact that I once accused him of being a
15scam/con artist. He prefers to call it being a ‘love artist’!
3 Work in pairs and discuss the questions.

• How would you have reacted in a similar situation to the person in the story?
• What kind of actions could a vigilant person take to protect themselves from scams?
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7C Language focus 1 Reduced relative clauses and
similar structures
1 How similar or different do you think learning these things are?

• a language
• an instrument
• a sport
2 Shorten the underlined relative clauses.
Ten tips for learning just about anything

1 Have in mind a specific goal which you can work towards.

2 Schedule into your calendar the practice time which is needed.

3 Commit to a future goal that will motivate you, such as taking an exam,
entering a race or attending a meet-up.

4 Look for someone who is willing to help you.

5 Join a community, whether in person or online, and communicate with
others who are passionate about the area.

6 Develop a system with which you can track your progress.

7 Find someone else who you can teach your new skills to.

8 Make some time when you can reflect on what you’ve achieved and what
you still need to do.

9 Leave notes which contain motivating thoughts around your house.

10 Learn from mistakes which were made in the past.

3 Choose something you have been learning or trying to improve. Which of the tips
from Exercise 2 have you applied? Are there any you would like to focus on more
in the future?
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7C Language focus 2 Reduced relative clauses and
similar structures
1 a
authors from different

I once tried a drink tasting …
cultural traditions.
2 b
I would like to attend an the stock market, and it

English lesson focused … got me interested.
3 c
like strawberries and

I’m drawn to books by …
balsamic vinegar.
4 d
When it comes to my
such as sounding more
English, there are a few areas
fluent under pressure.
to work on, …
5 e
The other day, I spoke to creative pursuits, even

someone dabbling in … though I’d like to.
6 f
As things currently stand,
on idiomatic language
I have little time to
and humour.
devote to …
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7C Vocabulary Skills and abilities
1 Work in pairs. Discuss:

• a skill you need to be adept at in a job you do or would like to do.
• an activity or interest that you haven’t tried but might be your kind of thing.
2 Complete the advertisements with the words in the box.
accomplished adept all-rounder aptitude basics clueless depth get by hand

inept innate natural novices rusty savvy
Do you have an
3
for problem-solving?
We’re looking for
a tech-4
individual for our Is your English conversation
IT helpdesk team, proficient a bit 5 ?
Think dancing isn’t your thing?
at installation and upgrades. We have an advanced
Think again. Learn the
1 of hip hop conversation class on
dance on our six-week course. Monday nights for people
Suitable for 2 who would like to do more
with no experience. than just 6 .
at art?
7
13
when it comes to We’re looking for an
enthusiastic receptionist for Never fear, our encouraging
fashion? If you feel out of
your 8 our busy oﬃce. You’ll be an teachers are all 14
when choosing clothes, our
10 who can painters who believe that there is
stylists can help. turn your 11 an 15
to whatever needs doing
Friendly and trendy, they’re artistic ability
and a 12 with
at inside everyone.
9
helping you select clothes people, able to greet

our customers with pride Whether you’re
that will suit you.
and professionalism. a complete
beginner or
an old hand,
they can help
bring out your
inner Picasso!
3 Work in pairs. Describe your level of ability related to the advertisements in Exercise 2.
Use language from the lesson.
A: I’m pretty clueless when it comes to dancing!

B: I used to take salsa lessons, but I’m quite rusty now.
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8A Language focus 1 Describing habits and
compulsions
1 Complete the texts with the correct form of the verbs in brackets.
Gina Niran
I’ll often 1 (take) people’s I’m afraid I have this overwhelming urge
pens without meaning to. I’ll be using a pen 4 (straighten up) wonky
to sign a form or something and I have this items. I’m always 5 (line)
tendency 2 (assume) it’s mine things up on my desk. I find myself
and just take it. From time to time, someone 6 (want) to neaten other
catches me 3 (put) their people’s things too, because it annoys me
pen in my bag and calls me out. It’s extremely when things are untidy, but I try to resist
embarrassing. the temptation!
Yelena Sam
I have this habit of 7 (chat) When I’m talking, I’ll often 10

to strangers, which my friends sometimes (say) the word ‘like’, for example, ‘I’m, like, so
make fun of. It’s just that I can’t stop myself exhausted today.’ I tend 11
from 8 (make) small talk in (do) it even more when I’m really excited
queues or finding common ground with fellow or annoyed. My parents are forever
commuters. I keep 9 (have) 12 (go on) about how
such interesting conversations. I doubt I’ll stop I shouldn’t say it so much, but I, like, just can’t
anytime soon. help myself!
2 Work in pairs. Do any of the habits remind you of yourself or anyone you know? How?
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8A Language focus 2 Describing habits and
compulsions
1 2
3 4
5 6
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8A Vocabulary Idioms related to feelings
I wanted the ground to swallow me up.
It had me in stitches.
I had butterflies in my stomach.
I was quite shaken up.
I saw red.
I felt on top of the world.
I felt out of it.
I made a fool of myself.
I was up in arms.
I was over the moon.
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8B Language focus 1 The future in the past
1 What is a coincidence? Can you think of any coincidences?
2 Complete the anecdotes with the words in the box. Sometimes more than one answer
is possible.
course due envisaged expected planned point set to verge
Tell us about a coincidence in your life.

I was at university, on 1 to finish my bachelors degree
A any day, when my tutor saw me walking down the hallway and pulled
me into her office. She told me that a student who was all
2 to begin a master’s project had pulled out at the last
minute due to an unexpected illness and there was an opportunity for
me to take his place. The catch was that I had to make my decision
then and there. I hadn’t ever 3 to be offered an
opportunity like that, but I took a deep breath and said yes. I often
wonder what might have happened if I hadn’t been walking past the
professor’s door at that time, as my whole career trajectory could
Shreya
have been completely different.
B
I was standing on a platform at King’s Cross station in London and
was about 4 board a train. Suddenly, a voice called
out my name. I turned around and there was my best friend from
primary school, who had moved away and I hadn’t seen in years.
We were both so moved, we were on the 5 of tears.
He’d 6 to take that train too, so we caught it together
and spent the trip to Cambridge deep in conversation.
Jason
C I’d been dating someone for a while and we were on the

7 of becoming quite serious. We were
8 to go out for a picnic on Valentine’s Day, so I made a
playlist of some of my favourite songs as a gift, because I’m not hugely
into spending money on a such a commercial day. Anyway, at the
picnic, not only had my boyfriend made a playlist, but it also had
the same first song as mine: Think by Aretha Franklin. That’s it,
I thought, and I 9 a long happy and future for us.
Two years later, we’re still going strong.
Saga
3 Work in pairs. Which of the coincidences in Exercise 2 do you find most and least surprising?
Has anything similar happened to you or someone you know?
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8B Language focus 2 The future in the past
FINISH
17 16 15 14 13
You and a friend
You entered a You broke your
You didn’t attend were planning on You didn’t send
local 10 km race, phone last week
your work launching a business, your aunt a
but didn’t end up and haven’t got
staff meeting. but it never got off birthday card.
participating. it fixed yet.
the ground.
12
You went shopping
for new trainers,
but came home
empty handed.
7 8 9 10 11
You were going to Your friend was
You didn’t do You failed a You didn’t wash
have a picnic waiting for you at the
your English course at the dishes
yesterday, but it cinema, but you
homework. university. last night.
was raining. didn’t come.
6
Your parents arrive
at your flat and find
it a mess.
5 4 3 2 1
A friend asks why
Your friend asks You missed your You arrive at school You didn’t finish
you didn’t tell him
you why you never bus to work. exhausted on a report for
he had spinach in
call them first. Monday morning. your manager.
his teeth.
Checklist START
about to on course to
all set to on the point of
due to on the threshold of
envisaged on the verge of
expected planned
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8B Vocabulary Decision making and reflection
1 Complete the quiz with the correct form of the words and phrases in the box.
agonise over in a quandary not pan out reflection stop short of

the benefit of hindsight torn weigh up
What’s your decision-making style?

 If you were in the market for a new jacket, would you …
a settle for the first jacket in your price range that was suitable?
b¹ getting the best possible jacket for your budget, checking all possible options?
 When trying to make a decision and ² the options, do you …
a select a few possibilities to consider?
b extensively research every possibility?
 You’re ³ about which English course to take. To help, do you …
a talk to people you know and choose from their recommendations?
b make a spreadsheet of every English school in your town, with the pros and cons of all their courses?
 You’re ⁴ between two options on a menu. Do you …
a just quickly choose either one, hoping that both will be delicious?
b take ages deciding because you really don’t want to regret your final choice?
 If a decision you made ⁵ very well, would you …
a evaluate the situation based only on what happened to you?
b consider how your experience compared to other people’s experiences?
 After making a decision, on ⁶ , do you …
a tend to ⁷ having regrets, knowing that your choice was essentially fine?
b often lament the fact that you could have chosen a better option with ⁸ ?
2 Do the quiz. Then read the results.
3 Work in pairs and compare your answers. How far do you agree with the results?
Results
You answered mostly a:
You are a satisficer when it comes to decision-making. This means that you try to make decisions which satisfy
criteria you set and you don’t waste too much time looking for the perfect solution. You’ll often be happier than
maximisers with your decision outcome and less prone to making comparisons and having regrets.
You answered mostly b:
You’re a maximiser, which means that you seek to maximise the outcome of every decision. In other words, you seek
out the very best possible result, often spending a lot of time researching and weighing up options. As a result, you
often achieve superior outcomes than your satisficing peers, although this does not necessarily lead to greater
satisfaction.
Your answers were an even split of a and b:
You have a dynamic decision-making style, in which the context will shape whether you act as a satisficer or a
maximiser. You don’t have a natural tendency towards one style or the other.
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8C Language focus 1 Emphasising advice
1 What could go wrong when sending an email? Have you ever made a mistake when sending one?
2 Complete the texts with the words and phrases in the box. Sometimes more than one answer is possible.
however no matter what (x2) under no circumstances whatever

whatsoever whenever (x2) wherever whichever
A
Five tips to avoid sending an embarrassing email
1 you send an email, double check who you are sending it to and
especially that you haven’t accidentally hit Reply all.
2 email service you use, see if they have an unsend feature, which gives
you from a few seconds to a few minutes to review your message after you click send, but before it
reaches the recipients.
3 good you think your memory is, you should always triple check the
spelling of people’s names.
4 device you are actually using, some people swear by adding sent from
my phone in the signature to excuse typos or grammar mistakes.
5 On no account should you send emails when you are overtired, livid with
rage or are distracted by your three-year-old destroying the kitchen.
B
Already too late? Five tips for dealing with your mistake
1 it is possible to do so, just ignore the mistake, cross your fingers and
hope for the best. If you didn’t notice it at first, maybe the recipient won’t either.
2 should you draw attention to your mistake by trying to recall the email.
That will just make everyone read it with more interest.
3 you’ve sent, you may be able to be rectify it with a quick apology. If so,
you should issue one rapidly.
4 the mistake is, remember that you’re human. Your mistake may provide
material for your future stand-up comedy routine or novel.
5 a mistake occurs, blame it on someone else, preferably a small child (see
above) or an animal.
3 Work in groups. What do you think of each piece of advice in Exercise 2? What other tips could you give
to someone in these situations?
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8C Language focus 2 Emphasising advice
Student A Situation 1
You have just graduated and are going to your first job interview ever next week. Ask for some advice.
Situation 2
Student B has connected with someone online and is going to meet them for the first time.
It is also their first time meeting someone via an app.
Complete the three pieces of advice for Student B.
• Wherever .
• No matter how .
• Under no circumstances .
Situation 3
Student C accidentally left their bag on the train. It had their work laptop and some private work
documents inside.
Complete the three pieces of advice for Student C.
• Whatever .
• No matter .
• On no account whatsoever .
Student B Situation 1
Student A has just graduated and is going to their first job interview ever next week.
Complete the three pieces of advice for Student A.
• Whatever .
• No matter .
Situation 2
You have connected with someone online and are going to meet them for the first time.
It is also your first time meeting someone via an app. Ask for some advice.
Situation 3
Student C accidentally left their bag on the train. It had their work laptop and some private work
documents inside.
Complete the three pieces of advice for Student C.
• Wherever .
• No matter how .
Student C Situation 1
Student A has just graduated and is going to their first job interview ever next week.
Complete the three pieces of advice for Student A.
• Wherever .
• No matter how .
Situation 2
Student B has connected with someone online and is going to meet them for the first time.
It is also their first time meeting someone via an app.
Complete the three pieces of advice for Student B.
• Whoever .
• No matter .
Situation 3
You accidentally left your bag on the train. It had your work laptop and some private work documents
inside. Ask for some advice.
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8C Vocabulary Idioms related to risk

1 I tend to keep/play my head down in class.
2 I take/play it safe when it comes to the weather. You can never be too prepared.
3 Using your phone in the pool. That’s playing with/in fire.
4 I like to sleep in, to the point where I often run the/a risk of being late.
5 I kept/took a calculated risk recently and tried a new hobby.
6 If the coast is clear/clean, I’ll sometimes eat food straight from the container.
7 You need to watch the/your step with me, I’m not a morning person.
8 I’m extremely busy at the moment, but when I’m out of the woods/coast, I plan to relax.
2 Match sentences 1–8 in Exercise 1 with pictures a–h.
a b
c d
e f g h
3 Work in small groups. How true are the sentences in Exercise 1 for you?
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9A Language focus 1 Narrative tenses
1 Which of these four senses evoke the strongest memories for you? Why?
sight sound smell taste
2 Complete the texts about memories with the correct form of the verbs in brackets.
A sight A sound
I’ll never forget the first time I 1 (see) A sound that is very evocative for me is the sound of cutlery
snow. We 2 (stay) with family friends clinking together. In my first job, I 7 (be)
one winter weekend. I 3 (wake) up a kitchen hand in a restaurant and it felt like we
on Sunday morning to see a thick white coating on the 8 (always polish) the knives, forks and
ground like icing. We 4 (build) the spoons after they came out of the big industrial
obligatory snowperson of course, although, you dishwasher. They’d unload a huge tray and empty it out
5 (know) what? It turned out to be much onto a trolley, which 9 (make) a huge
harder work than I 6 (imagine). He clattering sound with all the pieces of cutlery hitting
ended up being only about 20 cm tall! each other.
A smell A taste
Whenever I 10 (get) a whiff of petrol, it

takes me back to the time when I must have been about
six years old and we stopped to fill up our car in the So, I’m in Thailand at this little restaurant and the waiter
middle of nowhere on a road trip. I 11 brings me this huge bowl of steaming yellow soup.
(explore) the park next to the petrol station when I I gingerly 14 (dip) my spoon in and
realised that my parents 12 (drive off ) bring it to my mouth. Coconut and seafood. And then the
without me. It took them about ten minutes to realise chilli kick 15 (hit) me. It was by far the
that they 13 (leave) their son behind! spiciest thing I’d ever tasted.
3 Work in pairs. Describe a memory related to one of the senses in Exercise 1. Use narrative tenses.
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9A Language focus 2 Narrative tenses
1 2
Tell me about … Tell me about …

the first time you came to how you first met a friend
this school or or other important person
language centre. in your life.
3 4
Tell me about …
Tell me about …
a memory involving
a memory involving
something very hot
an animal.
or very cold.
5 6
Tell me about …
Tell me about …
a time you gave a
a time you lost or
performance or
found something.
presentation.
7 8
Tell me about … Tell me about …

the plot of a film or book a time you got
you enjoyed. a surprise.
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9A Vocabulary Verb–adverb collocations
Student A
1 I’m at my aunt’s place and the conversation is going . I just don’t have anything to
say and I’ve already listened politely to a 20-minute blow-by-blow account of last night’s
soap opera. Help!
2 In five minutes, I’ll be giving a presentation in front of 100 potential clients and my manager and my
hands are already shaking . I really want to do this competently. Any tips for calming my
nerves?
3 I’m the epitome of the model student. I always listen in class, and usually take notes
assiduously, too. However, I’ve sprained the wrist of my dominant hand and note-taking seems
impossible. Suggestions?
4 It’s my first year teaching English and I’m trying to adjust my teaching to be as
effective as possible. The lesson tends to go well until grammar presentations, when students listen
really unenthusiastically. I’d like to improve these parts of the lesson . Ideas?
5 My friend has been working tirelessly on a volunteer project to set up a community garden. It was
all going at first, but now he is exhausted and thinking of quitting. I can’t just watch
helplessly while he burns out. What can I do besides smile ?
6 When I walked into the party just now in my old jeans and T-shirt, I knew instantly that I’d got the
dress code wrong. Everyone else here is in a fancy dress costume! I obviously didn’t listen
enough to my friend on the phone. What should I do?
Student B
1 I’m at my aunt’s place and the conversation is going badly. I just don’t have anything to say and I’ve
already listened to a 20-minute blow-by-blow account of last night’s soap
opera. Help!
2 In five minutes, I’ll be giving a presentation in front of 100 potential clients and my manager
and my hands are already shaking uncontrollably. I really want to do this . Any tips
for calming my nerves?
3 I’m the epitome of the model student. I always listen attentively in class, and usually take notes
, too. However, I’ve sprained the wrist of my dominant hand and note-taking seems
impossible. Suggestions?
4 It’s my first year teaching English and I’m trying to continually adjust my teaching to be as effective
as possible. The lesson tends to go well until grammar presentations, when students listen really
. I’d like to improve these parts of the lesson dramatically. Ideas?
5 My friend has been working on a volunteer project to set up a community garden. It
was all going swimmingly at first, but now he is exhausted and thinking of quitting. I can’t just watch
while he burns out. What can I do besides smile encouragingly?
6 When I walked into the party just now in my old jeans and T-shirt, I knew that I’d got
the dress code wrong. Everyone else here is in a fancy dress costume! I obviously didn’t listen
closely enough to my friend on the phone. What should I do?
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9B Language focus 1 Reported speech
1 Complete the second sentence so that it means the same as the first.
Use reported speech.
1 ‘I’ve had enough of reality TV.’ – Chiara
Chiara said that she .
2 ‘I shouldn’t spread gossip, but I’ve found it tempting lately.’ – Fabian

Fabian admitted that he .
3 ‘I studied English for a year in London.’ – Li

Li told us that he .
4 ‘I prefer to exercise in the morning.’ – Priya

Priya has mentioned before that she .
5 ‘An apple a day keeps the doctor a way.’ – traditional saying

It’s said that .
6 ‘The students in my class last year appreciated the range of choices for learning.’ – a teacher
The teacher said
.
7 ‘I’ve been trying to build my online presence.’ – Alan

Alan told us that he .
8 ‘Did you hear that that 90 percent of start-up companies fail within the first year?’
It’s rumoured that
.
2 Work in pairs. Give your own opinions on three of the sentences in Exercise 1.
Make notes about your partner’s opinions.

3 Change partners. Report three things your partner said in Exercise 2.

Use reported speech.
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9B Language focus 2 Reported speech
Find out about … Name Information
a place the person might go to in the

near future.
a word that they would use to describe

their personality.
a hobby or sport they would like to try.
a habit they think they should cultivate

or break.
a film or TV series they have been

catching up on recently.
an errand or chore they have already

completed today.
some news they’ve heard or read lately.
whether they were listening to anything

on their commute to class today.
a goal they had for this year and whether

they have achieved it yet.
Find out about … Name Information
a place the person might go to in the

near future.
a word that they would use to describe

their personality.
a hobby or sport they would like to try.
a habit they think they should cultivate

or break.
a film or TV series they have been

catching up on recently.
an errand or chore they have already

completed today.
some news they’ve heard or read lately.
whether they were listening to anything

on their commute to class today.
a goal they had for this year and whether

they have achieved it yet.
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9B Vocabulary Gossip and rumours
1 a
I heard it through juicy, if it’s true.
2 b
Is that verified or are
between the lines?
you just reading
3 c
So, they’ve dropped a pinch of salt.
4 d
To be perfectly honest,
I’d say you’ve got -faced, just be honest with me.
5 e
That’s pretty hold of the wrong end of the stick.
6 f
I can see you’ve put two and the grapevine that …
7 g
A little bird told has it that …
8 h
a few hints about what’s
Frankly, I’d take it with in the pipeline.
9 i
You’re the third person to
tell me that. News spreads two together yourself.
10 j
Guess what? Rumour me that …
11 k
Don’t be two like wildfire, doesn’t it?
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9C Language focus 1 Participle clauses and
verbless clauses
1 Would you describe yourself as a nature lover? Why/Why not?
2 Match clauses 1–10 with clauses a–j to make sentences.

1 While walking in nature, a citizens should take it upon themselves to rewild
2 All being well, small areas.
3 Exercising in nature is good for you. b I appreciate it even more.

That said, c I made a place where I could grow vegetables on
4 Bearing in mind that global warming has my patio.
been getting worse for some time, d food crops should be included in the planting.
5 Hoping to do something nice with e it’s wise to keep opinions on conservation to yourself.
my garden, f people littering.
6 I can’t stand g I can say it’s harder than it looks.
7 Having planted a few trees myself, h I don’t tend to do very strenuous activities.
8 If necessary, i I’ll be out and about in nature this coming weekend.
9 Unless directly asked, j people should have made greater lifestyle changes
10 When rewilding, already.
3 Write three sentences about your own attitude to nature. Use participle clauses and verbless clauses.
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9C Language focus 2 Participle clauses and
verbless clauses
Game 1
Not wanting to
While on holiday, … If necessary,
appear rude,
Having spent the Asked what I’d like to do Unless specifically

morning at home, for the afternoon, requested,
Instead of complaining, When in the UK, All being well,
Game 2
I appreciate people
All things considered, While on a plane,
saying …
Having enjoyed the Life is good. Having

Unless instructed,
evening, said that,
I enjoy speaking English. Instead of focusing on

If required,
That said, mistakes,
Game 3
Asked my opinion I’m not happy about

Bearing in mind that … ,
about rewilding, people doing …
Having spent time

While in class, Instead of buying cars,
learning English,
Not wanting to offend

If hungry, While studying,
anyone,
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9C Vocabulary Improvement and deterioration
1 Complete the tables with the infinitive verb form of the words (1–13).
Noun Verb Noun Verb

1 aggravation aggravate 8 facilitation
2 alleviation alleviate 9 hampering
3 beautification/beauty 10 hinderance
4 compounding 11 impairment
5 deterioration 12 rectification
6 enhancement 13 undermining
7 exacerbation
2 Work in pairs. Write six questions for an interview about the improvement of one of the things below.
Use at least one verb or noun from Exercise 1 in each question.
• the street your language school is on
• the city
• a certain public area
• your own idea
3 Work with another pair. Conduct an interview with your questions in Exercise 2.
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10A Language focus 1 Emphasis and persuasion
1 What makes a good gift?

Work in pairs and talk
about a time you gave
or received a gift you
really liked.
2 Complete the responses to receiving gifts with the words and phrases in the box.
always better chocolate do how just the right size locally-made perfect
1 It’s perfect … It’s just for taking my laptop to class in.

2 I have always, wanted my own espresso machine. Thank you!
3 well do you know me? I’ve always wanted to go bungee jumping!
4 Stripy, organic cotton, fair trade, , stylish and a perfect fit. I love it!
5 Chocolate, one can never have too much .
6 A new watch! This birthday just gets better and .
7 Oh, I love a good page-turner! This looks great!
8 This mug is gorgeous, useful and for my morning coffee.
3 Match responses 1–8 in Exercise 2 with the techniques for giving emphasis, a–h.
a using an auxiliary
b repeating intensifying adverbs
c using comparative + comparative
d using statement + repetition + explanation
e repeating a key word
f using a rhetorical question
g tripling
h machine-gunning
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10A Language focus 2 Emphasis and persuasion
You and your partner have been selected to

take part in a reality cooking show called
Global Cook. People studying English from
around the world compete in various
challenges to win the title of ‘Global Cook’ and
an enormous sum of money. The first
challenge involves making a three-course
meal to showcase food and dishes from your
respective countries, then presenting them to
a highly-discerning panel of judges.
1 Work in pairs and decide on your three-course menu.
OUR MENU
To start

To follow

To finish

2 After you have cooked your meal, you need to present your dishes to the judges. Plan what you
will say, emphasising the positives and persuading them that your menu is award-winning.
Use at least two of the persuasive techniques in the box for each dish.
auxiliaries machine-gunning repetition rhetorical questions tripling
3 Work with another pair. Roleplay being the judges and the contestants. Discuss each other’s dishes.
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10A Vocabulary Collocations: innovation
Pair A
1 Write eight gapped sentences that include these phrases. Gap the underlined words.
1 push back the limits 5 likely to catch on
2 a new dawn 6 spearhead the effort
3 pioneering concept 7 pave the way for changes
4 cutting-edge design 8 exploit technology
2 Cut or tear your worksheet along the line. Swap your gapped sentences with Pair B.
Complete Pair B’s sentences with the words and phrases in the box.
catch on changes concept dawn design effort limits technology
1 Because of global travel, we have pushed back the __________________ of our knowledge of food from
other countries.
2
3
4
5
6
7
8
Pair B
1 Write eight gapped sentences below that include these phrases. Gap the underlined words.
1 revolutionary concept 5 lead the effort
2 herald changes 6 push back the boundaries
3 harness technology 7 likely to thrive
4 a new era 8 state-of-the-art design
2 Cut or tear your worksheet along the line. Swap your gapped sentences with Pair A.
Complete Pair A’s sentences with the words and phrases in the box.
boundaries changes concept design effort era technology thrive
1 Electronic scooters used to be a revolutionary __________________ , but now they are everywhere.
2
3
4
5
6
7
8
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10B Language focus 1 Heads and tails
1 Complete the conversations with the phrases in the box.
a bus app a doughnut an app fifteen minutes pull ridiculous the croissants the custard ones
the one with the palm trees these buses these silly doors the stripy one this door
A Window shopping
A: Ooh, I like the look of that shirt,
1 .
B: 2 , that’s my
pick of the bunch. It’s very summery.
A: Come on, let’s go in and see how much they are.
B: Oh, it’s a bit stiff, 3 .
A: 4 , it says!
B: Haha, they always catch me out,
5 .
B Getting sustenance
A: They look really good, 6 .
B: Mmm, they do look yummy. And, those doughnuts
too, 7 .
A: Do you want to share one,
8 ?
B: Hmm, frankly, I’m pretty sure I’d be able to put away a
whole one myself …
C Waiting at the bus stop

A: They’re consistently late, 9 .
B: Yeah. 10 , I had to wait
yesterday.
A: 11 , it really and truly is.
B: I heard that there’s a new app,
12 . Have you got it?
A: 13 , that’s just the
answer to everything these days, isn’t it?
2 Work in pairs. Practise the conversations, emphasising the heads and tails.
3 Choose one of the contexts from Exercise 1 or your own idea. Write a similar short conversation that
includes at least one head and one tail.
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10B Language focus 2 Heads and tails
1 2
Cheese, … The music, …
3 4
All these
The menu, …
people, …
5 6
The
That bird, …
balcony, …
7 8
… , the
weather at
… , this pizza.
this time
of year.
9 10
… , this
… , children.
fountain.
11 12
… , this
… , my phone.
awful mess.
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10B Vocabulary Board games
1 What do you think is the best way to learn to play a new game?
2 Complete the game instructions with the words and phrases in the box.
deal face down face up initial phase place rolls scores points shuffle
take take turns ultimate goal
Fifty points
• 2+ players
• You’ll need one dice and paper and pen to score.
The first player 1 the dice. The player 2

according to the number shown on the dice. They continue to roll the dice and
score points until they roll a ‘1’, at which point their turn ends and they forfeit all their
points for that turn. Alternatively, they can choose to pass the dice to the next player
after any roll, thus keeping their points. Players 3 to do this,
moving in a clockwise direction. The 4 is to be the first player
to keep a total of 50 points.
A similar game can be played with a coin. Every ‘head’ flipped is worth 1 point.
Flipping a tail is equivalent to a ‘1’ in the game above, i.e. you lose all your points
for that turn and your turn ends.
13/20
• 2 players
• 1 pack of playing cards
5 the cards well. 6 each player

five cards, which they place 7 in a row in front of them.
8 the remaining cards 9 in a pile.
The aim of the game is to get rid of all your cards. You can only get rid of cards
which combine to be worth 13 or 20 points. Picture cards are worth ten points.
An ace can be worth one point or ten points. Each player can only discard 13 or 20 points
each turn, but that can be made up of any number of cards. If a player cannot make
13 or 20, they must take a card from the pile to add to their row of cards. Play continues
until one player has no cards left and consequently wins the game.
Squares
• 2 players
• paper and pens
Draw a grid of 8 x 8 dots on a piece of paper. In the

10 of the game, players take turns to draw
a line between two of the dots, either horizontally or vertically.
As the grid becomes full of lines, players attempt to ‘close’ boxes
by drawing the last side on a square. If they do this, they
11 that square, write their initials in it,
and play again. When the grid is full and no more squares can
be made, the player with the most squares wins.
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10C Language focus 1 Concession clauses
1 Whereas/Even though English spelling is notoriously difficult, it hardly matters in this age of autocorrect.
2 While/In spite of technological developments, English classes haven’t changed much since I started learning.
3 Whereas/Despite beginners quickly notice progression, advanced learners don’t often realise how much
they’re improving.
4 I can socialise perfectly well in English. Nevertheless/Even if, when it comes to work or academic English,
I struggle more.
5 Although/However I constantly listen to music for pleasure, I find it distracting when I’m studying.
6 Nonetheless/Attractive as it sounds to learn English from the comfort of my living room, I’d rather see my
teacher face to face.
7 Even if/In spite of I’m physically present in class, my mind is sometimes a million miles away.
8 In spite of/However many words I learn, I always feel like I’m stumbling across a new one.
9 All the same/While I understand the benefits of groupwork, I’d rather work in pairs or individually.
10 Despite/Even though having access to numerous resources on the internet, it’s sometimes challenging to find
helpful content online.
2 Work in pairs. Do you agree or disagree with the statements in Exercise 1?
1 Whereas/Even though English spelling is notoriously difficult, it hardly matters in this age of autocorrect.
2 While/In spite of technological developments, English classes haven’t changed much since I started learning.
3 Whereas/Despite beginners quickly notice progression, advanced learners don’t often realise how much
they’re improving.
4 I can socialise perfectly well in English. Nevertheless/Even if, when it comes to work or academic English,
I struggle more.
5 Although/However I constantly listen to music for pleasure, I find it distracting when I’m studying.
6 Nonetheless/Attractive as it sounds to learn English from the comfort of my living room, I’d rather see my
teacher face to face.
7 Even if/In spite of I’m physically present in class, my mind is sometimes a million miles away.
8 In spite of/However many words I learn, I always feel like I’m stumbling across a new one.
9 All the same/While I understand the benefits of groupwork, I’d rather work in pairs or individually.
10 Despite/Even though having access to numerous resources on the internet, it’s sometimes challenging to find
helpful content online.
2 Work in pairs. Do you agree or disagree with the statements in Exercise 1?
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10C Language focus 2 Concession clauses
Despite In spite of
While Even if
All the same Even though
Although Whereas
Adjective as /though However + adjective
Nonetheless Nevertheless
Student A: Write an opinion statement about these topics.

1 sport

2 blockbusters

3 innovation
Student B: Write an opinion statement about these topics.

1 the best breakfast

2 music

3 choosing a career
Student C: Write an opinion statement about these topics.

1 globalisation

2 board games

3 train travel
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10C Vocabulary Evaluating
1 Choose the best alternatives.
1 2
A superstition a lot of people used to

The most sound/compelling reason to learn
believe in despite a lack of sound/flawed
a language is probably …
evidence is …
3 4
A strategy to sound more convincing/valid Companies sometimes use cheap/flawed

in a discussion or debate is … gimmicks like …
5 6
Something most people have done at

Something that looks superficially/badly
some stage, which seems badly thought
attractive but lacks substance is …
through/up in hindsight is …
7 8
A piece of technology that seems A valid/lacking reason for being late to a

fundamentally flawed/convincing is … job interview is …
9 10
A feature that makes a home outwardly An area where this city is a bit
attractive/valid is … lacking/sound is …
2 Work in pairs. Complete the sentences in Exercise 1 with your own ideas.
3 Work in groups. Compare your sentences. Were any of them similar? What was the most original idea
for each sentence?
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Photocopiable notes and answer key
Answer key:
1A Sample answers:
1 In five years’ time, we all hope to have done some travelling.
Language focus 1 Present, past and 2 We have all been speaking English for years.
future perfect 3 We all have eaten at a Mexican restaurant at least three times.
4 We’re all grateful because we’ve been enjoying the
Materials: One worksheet per student fine weather.
Instructions: 5 We’ve all just recently met each other.
Distribute the worksheets and give Ss time to discuss Ex 1 in pairs. 6 When we started this class, we’d already visited the school.
For Ex 2, point out that in some cases, more than one perfect form 7 So far, none of us have ever been skydiving.
may be possible. Ask Ss to complete the exercise individually, then 8 By next summer, all of us will have finished this course.
compare their answers in pairs. Check answers as a class. For Ex 3, 9 Lately, we’ve all been staying up late.
encourage Ss to use perfect forms in their answers where 10 By this time tomorrow, we’ll have had a good night’s sleep!
possible, e.g. I’m in an online gaming team and we’ve been playing
together as a syndicate for almost six months. We’ve set up an
online chat group. To finish, elicit a few answers to each question.
Vocabulary Phrases with delexical verbs
Materials: One worksheet per student
Answer key: Instructions:
2 Distribute the worksheets. Ask Ss to complete Ex 1 individually,
1 ’ll have been working / ’ll have worked then compare their answers in pairs. Check answers as a class.
2 ’ve already been Explain that Ss should ask and answer questions to try to find a
3 ’ve just been settling in different person in the class to complete the Name column for
4 ’ve only recently rejoined each item. If you have a class of fewer than 12, some repeats are
5 ’d previously worked acceptable.
6 have you done / have you been doing Tell Ss to mingle around the class. Encourage Ss to ask follow-up
7 haven’t held questions and note something extra that their partner says in the
8 ’ve had Notes column. Finish by eliciting some of the interesting things Ss
9 had prepared found out about each other in class feedback.
10 ’ve been having / ’ve had
11 ’ve been going / ’ve gone Answer key:
12 will have changed 1 been/gone 2 makes 3 had 4 been/gone 5 taken
13 will have remained 6 given 7 held 8 gives 9 get 10 done 11 gets
14 ’ll have made 12 taking
15 ’ll have shown
16 ’ll have been promoted
1B
Language focus 2 Present, past and
future perfect
Language focus 1 Subject raising
Materials: One set of cards per group of three or four Ss
Instructions:
Instructions:
Explain that Ss are going to do a teambuilding activity to practise
Distribute the worksheets and elicit the two possible sentences
perfect verb forms. Put Ss in groups of three or four and distribute
for item 1 in Ex 1. Ask Ss to complete the remaining sentences
a set of cards to each group. Ask them to put the cards in a pile,
face down in front of them. Tell them that for each card, they need
as a class. Ask Ss to briefly discuss the question in Ex 2, then elicit
to find something they all have in common in order to complete
the answers in open-class feedback.
the prompt on the sentence. Emphasise that they must also use
As an optional follow-up, pairs could write a short conversation or
an appropriate perfect verb form in their answer. Ss take turns to
text based on one of the sentences and share it with the class or
turn over a card, read it to the group and then discuss what they
another pair.
have in common.
Finish by asking each group to share one or two of their sentences.
Correct the perfect verb forms if necessary in feedback.
Alternatively, to add a competitive element, give groups a time
limit, e.g. ten minutes and see which team can make the most
sentences from the prompts on the cards in that time.
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Vocabulary Idioms for expressing and
Answer key:
1 controlling emotions
1 It appears that your payment is overdue. / Materials: One worksheet per student
Your payment appears to be overdue.
Instructions:
2 It seems that we have a lot in common. /
We seem to have a lot in common. Distribute the worksheets. Put Ss in pairs to complete Ex 1,
3 It turns out that I’d used an incredibly obvious password. / emphasising that they should only fill in the gaps and at this stage,
I turned out to have used an incredibly obvious password. not choose any of the options. Check answers as a class. Give Ss
4 It happened that I had a knee-jerk reaction. / time to complete the questionnaire individually, then put them in
I happened to have a knee-jerk reaction. small groups to discuss their answers. Finish by asking each group
5 It seems that you’re not taking me seriously. / to share something they found they had in common.
You don’t seem to be taking me seriously. Alternative:
6 It turned out that it was an honest mistake. / If you think the questions are too personal for your Ss to feel
It turned out to be an honest mistake. comfortable discussing, they could do Ex 1 in class, complete the
7 It happened that they recognised me from the photo. / questionnaire independently for homework and skip Ex 3.
They happened to recognise me from the photo.
8 It appears that the upward trend continues. / Answer key:
The upward trend appears to continue. 1 make 2 skin 3 chest, bottling/bottle 4 face 5 bite
2 6 gets, drives 7 let 8 lashing 9 take, put
In sentence pairs 4 and 7, It happened that … indicates that
something happened, whereas subject + happen … indicates an
element of chance or surprise.
1C
Language focus 2 Subject raising Language focus 1 Infinitive phrases
Materials: One set of cards per group of three Materials: One worksheet per student
Instructions: Instructions:
Put Ss in groups of three and distribute a set of cards to each Distribute the worksheets. Ask Ss to complete Ex 1, then check
group. Ask Ss to put the cards in two piles in front of them (one answers as a class. For Ex 2, Ss complete the conversations
pile for sentence beginnings and one pile for blank cards). Tell Ss individually, then compare their answers in pairs. Check as a class.
that they are going to create a matching activity for another group
For Ex 3, give Ss time to practise the conversations in pairs.
to practise subject-raising forms. For each card with a prompt on
Emphasise that Ss should pause briefly at the commas around the
it, Ss need to write the sentence ending on a card with lines on it.
infinitive phrases.
Suggest topics that Ss could write about, e.g. sports, learning a
For Ex 4, stress that Ss can talk about real or imaginary opinions
language, music, online behaviour, their field of work, etc. Circulate
and events. For example, for Conversation A, one student could
while Ss are writing, providing help if necessary.
take a strong stance for social media influencers, fake news, etc.
When they have finished, groups swap their sets of cards with
and the other against. For Conversation B, they could imagine
another group. Ss match the pairs of cards in their groups. They
three other things that have happened. Conduct class feedback
then check their answers with the original group.
by eliciting some answers using infinitive phrases to the first
Fast finishers could discuss their responses to the sentences on questions in Conversation A and Conversation B. Ask some Ss to
the cards. Ask: Do you agree with the sentences? Why/Why not? perform their conversations for the class.
Answer key: Answer key:

Sample answers (on the topic of modern technology):
1
1 These days no one seems to have a landline phone.
A
2 The vast majority of people appear to spend a significant
a tell b to c cut d few e put
amount of time online.
B
3 Everyone in the class turns out to have at least two social
a say b with c matters d all e be
media accounts.
4 I happened to have been one of the first of my friends to start 2
a vlog. A
5 It turns out that I have trouble remembering all my online 1 to tell the truth 2 To put it bluntly 3 to be fair
passwords. 4 to name but a few 5 to cut a long story short
6 It appears that online delivery services will only grow in B
popularity. 6 To be perfectly honest 7 to begin with
7 It seems that virtual reality hasn’t taken off as much as 8 to make matters worse 9 Needless to say 10 to cap it all
people thought.
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Language focus 2 Infinitive phrases

2A
Materials: One set of cards per group of three
Instructions: Language focus 1 The continuous aspect
Put Ss in groups of three and distribute a set of cards to each
group. Ask groups to match the cards to make infinitive phrases. Materials: One worksheet per student
Check answers as a class. Instructions:
Ss take turns saying a sentence using a phrase on the cards in Distribute the worksheets and go through the instructions.
an appropriate context. Finish by eliciting some examples of Make it clear that in Ex 1, more than one answer option may be
sentences from a few Ss. possible in each case. Tell Ss to complete Ex 1 individually, then
Alternative: compare their answers in pairs. Check answers as a class and
Ss shuffle the cards and spread them out face down in two piles ask Ss to explain their answers. Before Ex 2, give Ss time to read
(grey and white). Then, they take turns turning over two cards, the questions again and consider how they will answer them.
one grey and one white. If the cards form a correct infinitive Encourage Ss to use continuous forms from the lesson in their
phrase, the student who turned over the cards says a sentence answers if possible. Finish by asking a few of the questions and
using the phrase, and keeps the cards. The student with the most getting a couple of Ss to answer each one.
cards at the end is the winner. Alternative:
Ss could also drill the phrases using the grey cards. One student Give Ss time to write their own answers to the questions in Ex 1,
in each group is the caller and holds the grey cards. They read out using continuous forms where possible (this could be done for
the stem of each phrase one card at a time. The first student in homework). In the next class, put Ss in pairs to interview each
the group to complete the phrase correctly gets to keep the card. other.
If no one completes the phrase, the caller places the card at the
bottom of the pile so the group has another chance to review it. Answer key:
Play continues until the caller has no cards left. The student with 1 a (it is an ongoing action that started in the past)
the most cards wins the game and becomes the next caller. 2 a (changing action, there’s more to come; tend to avoid been
+ becoming)
Answer key: 3 b, c (repeated action)
The answers are shown on the complete sheet. 4 a (describing a (personal) trend)
5 b, c (making a prediction rather than talking about something
that’s been arranged)
Vocabulary Connotation 1 6 b, c (talking about the future, not the past)
Materials: One worksheet per pair cut into cards and a 7 a (a is the only option that works well with the time
game board, counters expression right now)
8 a, c (describing part of a future action, emphasising the
Instructions:
ongoing nature of it)
Tell Ss that they are going to play a game to practise words which
9 b (b is the only option which expresses an answer to a
have a certain connotation. Put Ss in pairs and distribute a game
conditional question)
board, two differently coloured counters and a set of cards to each
pair. Explain that they need to read the cards and write on each
card how many points (from 0–3) they think each item is worth, Language focus 2 The continuous aspect
depending on how positive it is. To do this, they need to use their
Materials: One worksheet per eight Ss, cut into cards
knowledge of connotation and consider each scenario. Be clear
that there are no right or wrong answers for point allocation. Point Instructions:
out that there are two extra cards (13 and 14). Ask Ss to write their Distribute one card to each student (duplicates are fine if you
own scenarios, with points, using connotation vocabulary from the have a large class). Point out that every card contains a statement
lesson. To play the game, Ss shuffle the cards and place them in a which uses the continuous aspect and that Ss will be asking
pile face down in front of them. They each place a counter on the questions about their statement using continuous forms. Tell Ss
Start square of the game board. Ss take turns to turn over a card, to try to predict whether the statement on their card is true or not
read the scenario and move up the number of points on the card. and to think about the question they need to ask other Ss in order
The first student to reach the Lucky you! square is the winner. to verify it. Ask Ss to mingle around the room to ask and answer
To finish, you could elicit the sentences that pairs wrote on cards questions with as many classmates as possible. Encourage them
13 and 14 and ask other Ss to guess how many points each one to ask for additional information about their classmates’ answers.
was worth. When they have finished, Ss feed back to the class about whether
their prediction was correct or not and share any interesting
Alternative:
information they found out.
Instead of playing the game, just give Ss cards 1–14. In pairs or
small groups, they rate the scenarios from the most positive to Alternative:
most negative experience. If more than one student has the same card, they could be
As an optional follow-up, Ss could discuss in pairs whether anything paired or grouped during the prediction stage and then come back
similar to the scenarios on the cards has ever happened to them. together at the end to discuss their answers before sharing with
the class.
Answer key: For greater personalisation, instead of using the cards on the
Sample answers: worksheet for the mingle, ask Ss to work in pairs and write their
1 0 points 2 3 points 3 2 points 4 2 points 5 3 points own similar continuous statement. For this version of the activity,
6 3 points 7 0 points 8 1 point 9 1 point 10 2 points distribute one worksheet per pair to provide examples of
11 0 points 12 2 points possible statements.
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Vocabulary Trends Language focus 2 Probability
Materials: One worksheet per student Materials: One set of cards per group of three
Distribute the worksheets. Put Ss in pairs to discuss the question Put Ss in groups of three and distribute a set of cards to each
in Ex 1. Elicit some ideas from the class. Ask Ss to complete Ex 2 group. Ask them to place the cards in a pile face down in front
individually, then compare their answers in pairs. Check answers of them. Tell Ss to take turns to pick up a card and read it to the
as a class. Put Ss in small groups to discuss the questions in Ex 3, group, then to discuss how probable the prediction is using the
encouraging them to use the target vocabulary where possible, structures from the lesson. Encourage Ss to use two ways of
then conduct whole-class feedback. expressing a probability in their response, e.g. It’s likely that we’re
As an optional follow-up activity, Ss could write a paragraph about all going to revise this lesson tonight (emphasising the probability)
a food trend they discussed in Ex 3 using the target vocabulary. and We’re all likely to revise this lesson tonight (emphasising the
They could post their paragraph on an online forum space, or subject). As Ss discuss the predictions on the cards, they should
share their paragraphs in small groups. sort them into three categories according to their opinions:
certain/sure, likely and unlikely. When groups have finished, ask
Alternative:
them to join with another group to compare their ideas.
For Ex 3, divide the trends in the article among different groups in
As an optional follow-up, Ss could think of at least one other
the class. Groups discuss those trends in relation to the questions,
prediction for each of the categories.
then feed back to the class. Other Ss could be invited to add their
own ideas to the discussion at that point.
Vocabulary Agreement and disagreement
Answer key:
Materials: One set of cards per group of three, cut into a
2
thermometer, a word box and sentence cards
1 a new era 2 tipping point 3 On the up are 4 upward trend
5 looks promising 6 set to continue 7 passed the milestone Instructions:
8 set 9 reversed 10 downward Put Ss in groups of three and distribute a set of sentence cards to
each group. Hold up the thermometer and explain that the idiom to
take the temperature in the room means to find out how a group
of people feel about a certain topic. Explain that Ss need to work
2B together to complete the gapped sentence cards with a word from
the box of words, then place each card next to the thermometer to
Language focus 1 Probability indicate how much the people in the sentence agree about
something. When Ss have finished, ask groups to compare and
Materials: One worksheet per student discuss their answers with another group, then check the answers
Instructions: as a class. Note that where the cards are placed on the
Distribute the worksheets and go through the instructions for thermometer may vary.
Ex 1. Point out that an advanced English speaker should be able to
express the same idea in different ways and this exercise will help Answer key:
Ss to express probability in more than one way. Go through the 1 lukewarm 2 odds 3 to 4 loath 5 against 6 board
first item as an example, emphasising that the word in brackets 7 go 8 pushback 9 took 10 willing
must be included in the new sentence. Ask Ss to compare their Sample answers:
answers in pairs. Then check answers as a class. Strongly agree: 6, 7
For Ex 2, go through the example, then read the answer to Ex 1, Somewhat agree: 3, 10
item 2, and elicit ways that someone could disagree with that Neutral: 1
statement and express an alternative probability, e.g. Really? Somewhat disagree: 2, 8, 9
I’m not sure that all our customers will like it. Circulate while Ss Strongly disagree: 4, 5
are doing the exercise, providing assistance as required. Finish
by asking a few pairs to share one of the statements and the
response with the class.
Answer key:
1
1 These documents are unlikely to be ready by the deadline.
2 It’s certain (that) our customers will like the new product.
3 There are likely to be some redundancies in the next
12 months.
4 It’s certain (that) she will have seen / has seen the email
by now.
5 I’m not sure to get / I’ll get a promotion.
6 They’re unlikely to change their behaviour.
7 The deal is certain to go though now.
8 It’s unlikely that the upward trend will continue.
9 You are likely to attend at least six interviews before
securing a job.
10 The new boss is sure to make some changes.
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Answer key:
2C Sample answers:
1 I was at a stadium concert last year. What I found
Language focus 1 Cleft sentences particularly special was when everyone waved their phones
in the air like candles.
2 I made a homemade pizza for my flatmates last night.
Instructions: It was slightly too crispy. It’s the thought that counts, right?
Distribute the worksheets and explain that for Ex 1, Ss must order 3 It was the recommendation of a friend that made me
the words in brackets to form the cleft sentences which are the choose this course.
answers to the questions A–D. Circulate, providing assistance as 4 Definitely. I like savoury food too, but it’s desserts like
required, e.g. by giving the first word for a gap. Ask Ss to compare ice cream and brownies that are my favourites.
their answers in pairs, then check answers as a class. For Ex 2, ask 5 What I seem to gravitate towards in a friend is a shared
Ss to write sentences on a separate piece of paper. Encourage sense of humour.
them to use at least one example of each type of cleft sentence 6 It’s the connotations we looked at last week which really
on page 19 of the Student’s Book. For Ex 3, put Ss in pairs to ask stand out for me.
and answer the questions. When Ss have finished, conduct brief 7 It’s people who push ahead in queues that drive me mad!
class feedback. 8 There are a lot of things I like, but it’s my wonderful
As an optional follow-up activity, Ss could each write their own classmates who make this school great.
open question for their classmates. Ask Ss to mingle and ask each 9 All I can think of are a few times when I’ve found coins on
other their questions. Encourage them to include a cleft sentence the street. I just left them where they were.
in their answers. 10 What I remember about my chemistry teacher was this
experiment he did where he pretended to burn people’s
Answer key: homework. It was hilarious!
11 It’s summer that I love most.
1
12 What comes to mind is someone who lets people buy
1 It’s children who are our future
drinks, but never pays for anyone else’s.
2 what I’d actually prefer is something entirely different
13 All I can think of is a statistics project I did at school where I
3 What I’d choose is the mural
surveyed the class about their opinions on the school uniform.
4 What we desperately need is a bus system
14 All most residents want is for the current roadworks to be
5 It’s not public transport that is
finished.
6 All I’d ask for is
15 All I need is a computer, a comfortable chair and a strong
7 What I can’t stand is advertising campaigns trying to get us
coffee.
8 It’s the waste-reduction campaign that
16 What I’d really like to try is badminton.
9 What I’m trying to say is that
17 What I’d probably say is the way people use mobile phones.
10 What we did first was to fundraise
18 What I’ll most likely be doing is sitting in a university class
11 What makes the biggest difference is
somewhere.
12 what I have enjoyed was submitting
19 It’s scrubbing the shower that I hate more than anything else.
20 Alice in Wonderland, and what I remember about it is looking
Language focus 2 Cleft sentences for rabbit holes that might really lead to Wonderland.
21 Where I’d really like to go one day would be Istanbul.
Materials: One worksheet per pair
22 It’s my siblings who have the most similar sense of humour
Instructions: to my own.
Tell Ss that they are going to play a game to practise cleft 23 All you need is some fresh bread spread with mashed
sentences. Put Ss in A/B pairs and distribute the worksheets. avocado.
Ss start on the arrows indicated. Player A starts, choosing any 24 What I like about being part of a rowdy crowd is that you can
square, reading the question or statement aloud and then be a bit silly and it doesn’t matter.
answering or responding to it using a cleft sentence. Encourage 25 It was my childhood passion for animals that sparked my
Ss to add additional information to their answers if possible. interest in biology.
This could come before the cleft sentence (see the sample
answers 1 and 2 below). The other student decides whether the
cleft sentence is correct, checking with you if they are unsure. If it
Vocabulary Connotation 2
is correct, the student claims the square by colouring it in or Materials: One worksheet per pair, cut in half
making a mark in it. Ss take turns ‘playing’ the squares on the
Instructions:
board. The first student to make a sequence of squares from one
Tell Ss that they are going to practise positive connotations by
side of the board to the other in their allocated direction is the
responding to things their partner says. Put Ss in A/B pairs and
winner. The squares need to touch horizontally, vertically or
distribute the worksheet halves. Tell Ss not to show each other
diagonally, but do not need to be in a straight line.
their worksheets. Go through the instructions, making it clear that
Alternative: sentences 1–5 on each sheet match replies a–e on their partner’s
Instead of a game, Ss work in pairs, taking turns to read out the sheet. Before they start, give Ss a couple of minutes to read
questions and statements on the board. Their partner must through their sentences (1–5), imagining possible replies, then to
respond using a cleft sentence. look at the replies (a–e), imagining what type of sentence they
might be responding to. This stage could be done in A/A, B/B pairs
for extra communicative practice.
For Ex 1, Ss take turns to read a sentence and respond with the
correct reply. When they have finished, check answers as a class.
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For Ex 2, elicit a possible context for Student A’s first sentence/ Language focus 2 Question forms
response pair (1 d), e.g. someone has gone to their friend’s place
to watch a sports match on TV. Ask Ss to work in pairs and think of Materials: One situation card per pair
possible contexts. Elicit some ideas from the class. Instructions:
Fast finishers could make statements that use the words with a Put Ss in pairs and distribute either situation card 1 or 2 to each
positive connotation and their partner must put a negative spin pair. Ss read their situation and discuss Ex 1. For Ex 2, circulate
on things, e.g. A: This looks like a charming café. B: It seems a little while Ss write questions for their conversation, providing help if
run-down to me. A: The company is very economical. B: Do you necessary. Encourage them to use a variety of different question
mean penny-pinching? forms from page 24 of the Student’s Book. For Ex 3, give Ss time to
As an optional follow-up, Ss choose a pair of sentences and roleplay the conversation using their questions.
create a longer conversation. They then perform it for the class or As an optional follow-up, put pairs who have written
another pair. conversations for Situations 1 and 2 into groups of four to roleplay
their situations for each other.
Answer key: Alternative:
1 Give pairs a complete worksheet so they can choose the situation
Student A they would like to write questions for.
1d 2a 3e 4b 5c Give all pairs Situation 1 and use Situation 2 as a warmer or filler to
Student B review question forms in a subsequent lesson.
1b 2a 3c 4e 5d
2 Answer key:
Sample answers: Sample questions:
A Situation 1
1 hosting a friend at home to watch a sports match or film It’s what?
2 having a friend over to your house You forgot to save the new version, didn’t you?
3 an office or board meeting So, you mean everything we’ve worked on has gone?
4 friends talking, perhaps prior to a public holiday where gifts Didn’t we back it up to the cloud?
are exchanged. So you’re saying we need to start again from scratch?
5 a workplace, perhaps between a senior and junior colleague. Situation 2
B How is it that you left the tap on?
1 arriving at accommodation on holiday Didn’t you notice the sink was overflowing?
2 a workplace So you mean it was running for an hour before you noticed?
3 friends or a date It’s soaked through to the carpet in the living room too, hasn’t it?
4 at a private home, in holiday accommodation or at a Could you tell me exactly how you plan on cleaning all this
restaurant water up?
5 people talking about a news story
Vocabulary Ideas
3A
Instructions:
Language focus 1 Question forms Distribute the worksheets and ask Ss to do Ex 1. This could be
done in pairs, individually or for homework. Check the answers
Materials: One worksheet per student with the class. For Ex 2, put Ss in groups to discuss the questions.
Instructions: Encourage them to use the target vocabulary where possible
Distribute the worksheets. Ask Ss to discuss the question in Ex 1 in their discussions. To finish, each group chooses one of the
in pairs. Give Ss time to complete Ex 2 individually, then compare questions they discussed and shares their answers with the class.
their answers in pairs before checking answers as a class. For Ex 3,
put Ss in pairs or groups to discuss the questions, then conduct Answer key:
whole-class feedback. 1 springs 2 bright 3 around 4 out 5 dawn 6 passing
7 occurred 8 given 9 brainwave 10 idea 11 ideas
Answer key: 12 mind
2
1 Don’t you have anything better to wear?
2 Let’s talk about politics, shall we?
3 You’re not working right now, are you?
4 What is it about me that you don’t like?
5 Could you tell me honestly what you think of my haircut?
6 Everyone likes eating meat, don’t they?
7 So you’re saying that you don’t earn much?
8 Would you tell me how old you are?
9 You’re having another holiday?
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should include the same ideas where possible and use the words

3B and phrases in the box in Ex 3. Give Ss time to reconstruct their
text in groups, e.g. 15 minutes. If time allows, elicit what they
Language focus 1 Reason clauses have written in order to create a shared reconstruction of the
text on the board. Make sure that the target vocabulary is used
Materials: One worksheet per student appropriately (although it does not need to exactly match that in
Instructions: the original text).
Distribute the worksheets. Tell Ss that they are going to read Finally, distribute the bottom part of the worksheet so Ss can
two problems and complete the replies using reason clauses. Ss compare it with their text. Ask them to check they have included
complete Ex 1 individually, then compare their answers in pairs. the same ideas and compare their use of the target words and
Check answers as a class. In pairs, Ss discuss the question in Ex phrases to that in the original.
2, then, for Ex 3, write their own replies, either in class or for As an optional follow-up, Ss could discuss what they think of the
homework. Elicit some ideas which use different reason clauses. five-step process. How is it similar to or different from their own
As an optional follow-up, Ss work in pairs and write their own methods of solving problems?
similar scenario-based problem. Then they swap it with another
pair and respond (either in writing or verbally) using reason
clauses. 3C
Answer key:
Language focus 1 Ways of modifying
1
adjectives
1 Seeing as you 2 in 3 At the risk of asking 4 Since
5 As it’s 6 that 7 explaining Materials: One worksheet per student
Instructions:
Language focus 2 Reason clauses Distribute the worksheets and ask Ss to complete Ex 1. Remind
them to consider whether the adjectives after each option are
Materials: One set of cards per group of four gradable or ungradable, and to consider any relevant collocations
Instructions: when choosing their answers. Ask Ss to compare their answers in
Tell Ss that they are going to complete a challenge to practise pairs before checking answers as a class. For Ex 2, give Ss time to
using reason clauses. Explain that each student will prepare a practise reading the conversations. Encourage them to pay
one-minute presentation on the topic they are given, using as attention to intonation, especially with the modifier quite. (Refer
many different reason clauses as possible. Put Ss in groups of four back to the audio examples (track 3.5) in Ex 5b on page 29 in the
and distribute the cards. Point out that the reason clauses are Students’ Book.)
listed on the card as a reference for Ss while they prepare. Give Ss For Ex 3, Ss can choose to have an extended conversation about
a set time to plan what they are going to say, e.g. seven minutes. one topic, or several shorter ones. Finish by eliciting some
They can make notes to refer to during this phase, but should not modifier–adjective combinations that Ss used in their conversations.
write down exactly what they are going to say. As an extension task, Ss could write down one of their
Ss take turns giving their presentations to their group. While they conversations.
are speaking, another member of the group marks the reason
clauses the speaker uses on their card. The student in the group Answer key:
who uses the most different reason clauses in their presentation 1
is the winner. 1 quite 2 pretty 3 completely 4 absolutely 5 entirely
Alternative: 6 somewhat 7 totally 8 fairly 9 seriously 10 quite
Ss could prepare what they are going to say in pairs, working with 11 absolutely 12 pretty 13 barely 14 virtually 15 rather
someone with the same card.
You could let Ss set their own level of challenge in the task. If they Language focus 2 Ways of modifying
want more of a challenge, they should not use any notes during
adjectives
the speaking phase.
Vocabulary Problems and solutions Instructions:
Materials: One worksheet per group of four, cut as indicated;
group. Ss shuffle the cards and put them face down on the table in
a sheet of blank paper for each group
one pile. Ss each choose a card, without showing any of the other
Instructions: Ss in the group. They look at the adverb–adjective collocation on it
Explain that Ss are going to do an activity called a dictogloss. and think of a sentence which uses it. Ss take turns to read out the
Put Ss in groups of four, then distribute only the top part of the sentence, leaving a gap (or making a ‘beep’ noise) instead of saying
worksheet to each group. Ask Ss to discuss Ex 1, then elicit some the adjective shown in bold. For example, I had to wear a jacket,
answers from the class. Go through the instructions to Exs 2–4 a hat, gloves and a scarf yesterday because it was bitterly … .
and tell Ss that the text they will read includes all the words and The first student to say the missing word (cold ) gets to keep the
phrases in the box in Ex 3. Read the bottom half of the worksheet card. If no one can guess the missing word, it should go back to
to the class at normal speed while Ss just listen, then read it again, the bottom of the pile. Play continues until all the cards are used.
while Ss take notes individually. Point out that while they won’t The student with the most cards is the winner.
be able to write everything down, they will be able to work in a
group to reconstruct the text. Before they do this, remind them
that the text does not have to be identical to the original, but
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Vocabulary The news and reporting Language focus 2 Non-future uses of will
Materials: One worksheet per student Materials: Half a worksheet per student
Distribute the worksheets. Ask Ss to complete Ex 1, then compare Explain that Ss are going to be given a list of seven tasks, which
their answers in pairs. Check answers as a class. You may need to they need to do with seven different classmates to practise
clarify whistle-blowing (telling people in authority or the public non-future uses of will. Distribute the worksheet halves. Ss read
about dishonest or illegal practices at the place where you work). the tasks and example sentences and think about what to say
For Ex 2, explain that finding connections between vocabulary or or ask for each task. Conduct a class mingle. Ss find a different
concepts can help Ss to remember them. In pairs, Ss take turns partner to do each of the tasks with. When Ss have completed all
stating connections between the words and phrases on their the tasks, conduct whole-class feedback.
worksheets, drawing a line between them. Write the following Alternative:
additional phrases on the board for Ss to refer to while they Instead of a mingle, Ss could discuss and plan their answers to the
do this: tasks in pairs, then swap partners and complete the tasks on the
X relates to Y because … worksheet.
The connection between X and Y is that … As an optional follow-up, Ss could discuss which uses of will they
X affects Y when … used in each task.
More than one connection between the same pair of words/
phrases is allowed. Give Ss about ten minutes to find as many
Vocabulary Anxiety and excitement
connections as they can, then put pairs in groups of four to
compare their answers. Write the following questions on the Materials: One worksheet per student
board for the groups to discuss, then elicit some responses from Instructions:
the class.
Distribute the worksheets. Ss complete Ex 1 individually, then
Which words or phrases did you connect most to other words compare their answers in pairs. Check answers as a class. Give Ss
and phrases? time to discuss the situations in Ex 2, reminding them to use the
Which words and phrases were the most difficult to connect words and phrases from Ex 1. Elicit some ideas, then put pairs
to others? in groups of four to discuss the questions in Ex 3. Conduct
Can you think of other words and phrases you could add to the whole-class feedback.
diagram that they might connect to?
Alternative:
Instead of stopping the class after each exercise, you could put
Answer key:
Ss in pairs or small groups to work through the entire worksheet,
1 circulating to provide assistance or input as required. Then
1 character assassination 2 unsubstantiated conduct class feedback at the end.
3 publicity stunt 4 impartial 5 bend the truth 6 credible
7 question of interpretation 8 disclose 9 footage Answer key:
1
Positive connotations: 3, 5, 8 10. The other words and phrases
4A generally have a more negative connotation.
Language focus 1 Non-future uses of will

Materials: One worksheet per student 4B
Instructions:
Distribute the worksheets and give Ss time to read the definitions
Language focus 1 Real conditionals
and do Exs 1 and 2 in pairs. Conduct whole-class feedback. Ss Materials: One worksheet per student
complete Ex 3 individually, then compare their answers in pairs.
Instructions:
Check answers as a class. For Ex 4, give Ss time to write their
Distribute the worksheets. Elicit or teach community garden
anecdote while you circulate, providing assistance as required.
(a single piece of land gardened collectively by a group of people,
Put Ss in pairs or groups to share their anecdotes. Alternatively, Ss
a community centre, a workplace, etc. Produce is shared among
could write their anecdote for homework.
the gardeners or with people in need in the community.) Ask Ss
to discuss the question in Ex 1 in pairs. Ask Ss to complete Ex 2
Answer key:
individually, then compare their answers in pairs before checking
2 answers as a class. For Ex 3, ask Ss to discuss the questions in pairs.
1D 2A 3C 4B
As an optional follow-up, pairs could choose another volunteering
3 situation that interests them, e.g. working at an animal refuge,
a 1, 4, 7 b 3 c 2, 6 d 5, 10 e 9 f 8 at a soup kitchen, etc., and roleplay their own similar conversation
(using some real conditionals).
Answer key:
2
1 ’d like to sign in 2 don’t mind 3 comes 4 haven’t brought
5 ’d like to follow 6 is still 7 have 8 ’ll probably find
9 give 10 ’s 11 could meet 12 ’re
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Language focus 2 Real conditionals

4C
Instructions: Language focus 1 Giving impressions
Put Ss in pairs and distribute the worksheets. For Ex 1, give Ss a
time period, e.g. 15 minutes, to complete as many sentences as Materials: One worksheet per student
possible with a real conditional. Explain that they should be as Instructions:
creative as possible as it is a competition and they will get a point Distribute the worksheets. Ask Ss to discuss Ex 1 in pairs
for each original answer (with a correct conditional) that no other then conduct whole-class feedback. Ask Ss to complete Ex 2
pair has. Encourage humour. Ss can write anything they like for individually, then compare their answers in pairs. Check answers
sentence 8, as long as they use a correct conditional. For Ex 2, as a class. For Ex 3, you could give Ss some possible ideas for an
conduct whole-class feedback. The pair with the most points is imaginary dream, e.g. a dream of being chased, a dream involving
the winner. the sea, or flying. Ask Ss to use at least four different types of
language for giving impressions in their notes. For Ex 4, put Ss in
Answer key: pairs or small groups to describe their dreams.
Sample answers: Alternative:
1 For Ex 3, Ss could work in pairs and make up an imaginary dream,
1 I could sell you a product you didn’t know you wanted. then swap partners and describe their dream.
2 perhaps accountancy isn’t for you.
3 you need to get out more. Answer key:
4 you should take a nap.
2
5 you should have paid more attention at school. Too late now.
1 which can only be described 2 purplish 3 make out
6 you could save money on saunas.
4 somehow 5 verging on 6 vaguely
7 we’ll all be requesting refunds.
7 could almost be described 8 that kind of thing
8 If you’ve never learnt conditionals, you’ll have no idea what
9 might possibly be 10 I don’t know why
this sentence means.
11 something resembling 12 elastic-y
Vocabulary Adjective + noun collocations Language focus 2 Giving impressions

Instructions:
Instructions:
Ask Ss to complete the phrases in Ex 1, then compare their
Put Ss in groups of three and distribute the worksheets. Go
answers in pairs. Check answers as a class. For Ex 2, draw a cloud
through the instructions for Ex 1 and give some ideas for possible
on the board, write in it your own example of something from Ex 1
memory themes, e.g. first day at school, a bad or good food
and ask Ss to guess which item (1–7) it refers to. Ss then do the
experience, getting lost, when a sibling was born, going on holiday
same for each of 1–7 in Ex 1, writing their examples in the clouds.
as a child, etc. Emphasise that the purpose of the activity is to
Remind Ss to do this in a random order to make the activity more
practise language for giving impressions and that Ss should
challenging.
include at least four different examples of this language in their
For Ex 3, tell Ss to tear or cut off the bottom half of their sheet and story. Ss need to decide in their groups whose story is the lie, then
exchange it with a partner. Looking at each other’s answers, they make notes about their story under each question. For Ex 2, Ss
take turns guessing the item (1–7) that the answer in the cloud practise telling their story to their own group, using useful
refers to. When they guess correctly, Ss tick the corresponding language from the box on the sheet.
item in Ex 1. At this point, they should discuss the reasons why
Put two groups together for Ex 3. For extra practice, groups could
that answer was written in the cloud. This process continues until
perform their stories for more than one other group.
Ss have ticked all of 1–7 in Ex 1. Take feedback by having a few Ss
read out some of their answers and eliciting the correct item (1–7)
from the whole class. Vocabulary The senses
Alternative: Materials: One worksheet per pair, cut in half
Instead of guessing the items 1–7, Ss could take turns asking Instructions:
their partner about the answer in one of the clouds. Their partner
Divide the class into two groups. Give half the class a Student A
responds, and includes in their answer the adjective + noun
worksheet and the other half a Student B worksheet. Ask Ss to
collocation from the corresponding item (1–7).
work with someone in their group to revise the words in their part
of the crossword and think about clues they could give for them.
Answer key: Give some examples of how Ss could start sentences to describe
1 their words, e.g, It’s a feeling you get when … ; It’s an adjective
1 sense 2 experience 3 rent 4 resource 5 chore, basis that might be used to describe … ; It’s a way of describing a sound/
6 impact 7 support texture/smell/sight. Circulate, offering help if necessary.
Rearrange Ss into A/B pairs and tell them not to look at each
other’s worksheets. Write the phrases What’s 4 across? and
What’s 1 down? on the board as prompts if necessary. Ss take
turns asking for and giving each other clues so they can complete
their crosswords. Monitor Ss during the activity in case they have
any questions. Finish with some whole-class feedback, eliciting
some of the clues Ss used for each word.
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Vocabulary Importance and usefulness
Answer key:
1 2
f v
3
l i b
e v
4
m e l l o w
Instructions:
e i u Distribute the worksheets. For Ex 1, point out that Ss need to
5
m u t e d
6
c r i
7
s p decide which adjective collocates best with the noun in the
u i r a sentence. Ss complete Ex 1 individually, then compare their
f n
8
s i l k y y v answers in pairs. Check answers as a class. For Ex 2, put Ss in pairs
f g
9
r
10
i c h o to ask and answer any four of the questions from Ex 1. Encourage
l n r
11
r
12
o d o u r Ss to give detailed answers of two or three sentences and ask
13
t e x t u r e d i e r at least one follow-up question in each case. After about ten
d i l s
14
m u
15
s t y minutes, move on to Ex 3. Ask Ss to swap partners and ask and
16
v s l o u answer four more questions in the same way. Finish by eliciting
17
f a i n t n c some of the interesting things Ss found out in class feedback.
l b i a c Alternative:
18
u r n n u a
19 20
Exs 2 and 3 could be done as a class mingle, with Ss asking and
h f a c r y s t a l - c l e a r
answering each question with a different person in the class.
a f n t e o
21 22
f u z z y t p u n g e n t m
Answer key:
y t a
1
1 groundbreaking 2 indispensable 3 immaterial
4 overrated 5 worthless 6 undervalued 7 negligible
5A 8 noteworthy 9 far-reaching 10 pivotal
Language focus 1 Linking devices

5B
Instructions:
Language focus 1 Unreal conditionals
Distribute the worksheets and give Ss time to discuss Ex 1 in pairs.
Conduct brief class feedback. Ask Ss to complete Ex 2 individually, Materials: One worksheet per student
then compare their answers in pairs. Check answers as a class. Instructions:
For Ex 3, encourage Ss to give reasons for their answers. Elicit a Distribute the worksheets. Ask Ss to complete Ex 1 individually,
few ideas from Ss. For Ex 4, Ss could discuss their answers in pairs, then compare their answers in pairs. Check answers as a class.
then write a paragraph using at least three linking devices. Ss For Ex 2, give Ss time to write their own anecdote (in class or for
could check their use of linking devices in pairs. homework). For Ex 3, put Ss in groups of 2 or 3 to compare their
ideas and check the formation of each other’s unreal conditional
Answer key: structures. You could ask some Ss to read out their anecdotes in
2 class feedback.
1 Supposing that 2 Regardless of 3 let alone
4 not to mention 5 Given that 6 Granted 7 Provided that Answer key:
8 Nonetheless 9 Now that 1 wouldn’t 2 both are possible 3 I’d spend 4 could 5 hadn’t
6 I’d had 7 ’d be 8 were 9 I’d be 10 both are possible
Language focus 2 Linking devices
Language focus 2 Unreal conditionals
Materials: One card per group of three
Instructions: Materials: One set of cards per group of four
Tell Ss that they’re going to have a debate to practise using linking Instructions:
devices in context. Put Ss in groups of three and distribute one Put Ss in groups of four and distribute a set of cards to each group.
card to each group. Note there must be an even number of groups Ask them to put the cards in a pile, face down in front of them.
in the class for the activity to work. Ss read their topic. Go through Explain that Ss should take turns to pick up a card and complete
the task steps with the class. Remind Ss that linking devices the sentence on it. The other Ss in the group can offer help if
should be an integral part of their speeches. Give groups time to necessary. Ss continue until all the cards have been used. Finish
prepare their speeches while you circulate, providing help if by asking each group to share one or two of the unreal conditional
necessary. This could be done over more than one lesson so that sentences they made with the whole class.
Ss have the opportunity to practise their speeches for homework Alternative:
if they want to. For the debate, Ss from opposing groups (1A/1B,
Ss spread out the cards face up and when it is their turn, they
2A/2B, etc.) take turns giving their speeches in front of the class.
select a card and complete the sentence on it.
After each speech, allow the other team two minutes to respond
For a shorter activity, distribute fewer cards to each group.
with a counter argument if they wish. You could finish each
debate by having the class vote on which side of the debate they Use the cards for a class mingle. Distribute one card to each
agree with. student. Ss think of a way to complete the sentence, then they
find another student to say their sentence to. They then swap
Alternative:
cards with that student and find a new student to talk to, using
For a shorter, more informal activity, Ss debate against their their new card.
opposing team without the class as an audience.
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Answer key:
Sample answers: 5C
1 I knew I wouldn’t fail.
2 I’d been to Paris last year. Language focus 1 Hypothetical language
3 you might have met my sister.
4 I didn’t enjoy it.
5 I woke up earlier. Instructions:
6 I’d probably go for it. Distribute the worksheets. Ask Ss to complete Ex 1, then check the
7 I wouldn’t have had such a happy childhood. answers as a class. Explain the meaning of knuckle down (item 10)
8 I could have had ice cream for breakfast! if necessary (to suddenly start working or studying hard). For Ex 2,
9 I didn’t own a mobile phone. give Ss time to write their own wishes, encouraging them to
10 I’d usually take a nap! choose three different hypothetical structures. Their wishes can
11 I would go out and celebrate. be serious or light-hearted. Put Ss in pairs to compare (and if
12 I’d choose my best friend. necessary, correct) each other’s sentences. Finish by asking a few
volunteers to share one of their wishes.
Vocabulary Risk, success and failure

Answer key:
Materials: One worksheet per pair, dice, counters 1
Instructions: 1 correct
Tell Ss that they are going to design and play a game to practise 2 I wish it is was easier to make ends meet.
vocabulary related to risk, success, and failure. Distribute the 3 It’s around about time I got a decent haircut.
worksheets. Ask Ss to discuss Ex 1 in pairs, and to look at the board 4 Some people act as if the Earth had unlimited resources.
on the worksheet to help them with their discussion. Check ideas 5 correct
as a class. Go through the instructions for Ex 2 and the examples 6 correct
on the board. Ss write their sentences and design their game, then 7 It’s about time I leave left my comfort zone.
swap boards with another pair to play the game using dice and 8 I wish can I could play a musical instrument.
counters. 9 I’d rather people wouldn’t didn’t complain to me so much.
10 correct
Answer key: 11 I wish I wouldn’t be wasn’t so lonely.
Sample answers: 12 I feel though as as though I’d like to spruce up my
apartment.
1
To play Snakes and Ladders, players put counters on the START
square. They take turns rolling the dice and moving the number Language focus 2 Hypothetical language
of squares indicated. If they land at the bottom of a ladder, they
go up it, and if they land at the head of a snake, they go down it.
The first player to reach the FINISH square wins. Instructions:
2 Tell Ss that they are going to roleplay a situation to practise
Sample sentences for the bottom of ladders: using hypothetical language. Distribute one of cards A–C to each
After a soul-destroying defeat in the last game, your favourite student and put them in A/A, B/B, etc. pairs. For Ex 1, pairs plan
team wins a surprise victory! their sentences for the roleplay using hypothetical language.
You pick yourself up after a disappointment. Circulate, providing assistance as required. For Ex 2, put Ss in
You leave your comfort zone and try a new hobby. groups of three (A/B/C) to roleplay the meeting. Finish by asking
You see your dream job advertised, so you go for it! Ss if they managed to come to an agreement, and eliciting some
You throw caution to the wind and get a pop-up shop for your examples of hypothetical language which were used during the
new retail idea. meeting.
Sample sentences for the top of snakes:

Your little café is losing money, so you decide to cut your losses Vocabulary Near-synonyms
and sell up.
You play it safe with your investments and you see very little
growth. Instructions:
You make a joke which falls flat. Distribute the worksheets. Ask Ss to briefly discuss Ex 1 in pairs
Your boss asks you to go back to the drawing board on a then have a brief class discussion. Ss complete Ex 2 individually,
project. then compare their answers in pairs. Check answers as a class.
You’re fighting a losing battle to keep your house tidy. For Ex 3, put Ss in groups to discuss the questions. Conduct class
Your favourite band sinks without trace. feedback.
Answer key:
2
1 remains 2 flotsam 3 pristine 4 Sprucing 5 debris
6 immaculate 7 refuse 8 spotless 9 hygienic
10 scrubbed 11 disinfected 12 muck
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questions after each presentation. After Ss have discussed the
6A questions in Part B of the questionnaire, conduct class feedback

on the most interesting parts of their discussions.
Language focus 1 The passive Alternative:
For a longer activity, and if resources allow, you could allocate
specific films (that are publicly available) or books (e.g. graded
Instructions: readers or short stories) to Ss, which they then watch or read
Distribute the worksheets and put Ss in pairs to briefly discuss for homework. Allocate three or four films/books to different
the question in Ex 1. Ask Ss to complete Ex 2 individually before members of the class. Ss could then use the questionnaire to
comparing their answers in pairs. Check answers as a class. discuss the films/books in groups in the next lesson.
To finish, get Ss to discuss the questions in Ex 3 in pairs. Then ask
a few Ss to share their answers with the class. Answer key:
Alternative: 1 underlying 2 resonate 3 backdrop 4 evoke 5 tie
If you have the facilities to do so and feel the content is 6 into 7 reality 8 knock-on 9 echo/mirror 10 mirror/echo
appropriate, you could show the film trailer for Divergent before 11 from
the activity to add interest.
Answer key:
6B
2
1 a 2 b 3 a 4 both 5 b 6 b 7 a 8 both 9 b 10 a
Language focus 1 Making formal
recommendations
Language focus 2 The passive
Materials: One card per pair Instructions:
Instructions: Distribute the worksheets and ask Ss to discuss Ex 1 in pairs.
Explain that Ss are going to create their own plot for a dystopian Conduct whole-class feedback. Ask Ss to complete Ex 2
film to practise passive forms. Put Ss in pairs and distribute one individually, then compare their answers in pairs. Check answers
card to each pair. Explain that Ss can use the ideas on the card, as a class. Give Ss time to discuss Ex 3 in pairs and elicit some ideas
their own ideas or a combination of the two to write a plot for a in whole-class feedback.
dystopian film. Remind them to include passive forms in their plot. As an optional follow-up, give Ss a choice of one of the topics
Circulate, providing assistance as required. When Ss have finished, related to language schools below.
ask each pair to present their plots to the class, then have a vote • changes to build the student community
for the best one. • changes to help motivate students
• changes to reduce student stress
Answer key: In pairs, Ss write their own short proposals (two to three sentences)
Sample answer: on the topic, using the recommendation structures from the
(Card A): It’s the year 2050 and the human race is being lesson. Ask each pair to present their proposals to the class.
controlled by robots. Almost every nation has been taken over.
Ninety percent of the population has been destroyed by the
Answer key:
robot’s deadly lasers and humans are at risk of dying out. Two
1 a I recommend that the exam have
students studying English are given a mission to break into the
b It’s crucial the time limit gives
robot headquarters and blow up the laser machines. However,
2 a I propose the school offer students
little do they know that they are being followed …
b It’s vital to become familiar
3 a I request snacks be allowed
Vocabulary Making connections b It would be my suggestion that students be allowed to
4 a Far be it from me to criticise
Materials: One worksheet per student b I support the idea that the school give
Instructions: 5 a I would like to put forward the proposal that students be
Explain that Ss are going to take part in a discussion to practise permitted
vocabulary related to making connections. Elicit what a book b Suffice to say, a friend’s presence can help
or film club is (a group of people who get together to discuss
books or films). Distribute the worksheets. For Ex 1, Ss discuss
the questions in pairs. Ss do Ex 2 individually, then compare their
answers in pairs. Check answers as a class. For Ex 3, Ss answer the
questions in Part A about a book or film that they know well. They
write the name of the book or film in the space provided film. Tell
Ss to write notes about their answers on a separate piece of paper.
Encourage them not to write full sentences. For Ex 4, explain that
Ss don’t need to use information from all their answers in their
presentation, but should choose the most interesting details.
Encourage them to use the target vocabulary from page 51 of the
Student’s Book in their presentations, and provide assistance as
required. For Ex 5, put Ss in groups of three or four to take turns
giving their presentations. Encourage them to ask follow-up
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Language focus 2 Making formal

recommendations 6C
Materials: Half a worksheet per student Language focus 1 Comparatives
Instructions:
Tell Ss that they are going to roleplay a meeting to practise
making formal recommendations. Distribute the worksheet Instructions:
halves and put Ss in pairs to do Ex 1. Point out that the Distribute the worksheets. Ask Ss to complete Ex 1, then compare
importance of each issue is a matter of opinion and that there are their answers in pairs. Check answers as a class. Give Ss time to
no right or wrong answers. For Ex 2, Ss continue to work in pairs, discuss Ex 2 in pairs, encouraging them to adapt the sentences
but they should each write down their recommendations, as they using different nouns or comparatives to express their thoughts.
will be presenting them to other Ss. Circulate, providing assistance For Ex 3, give Ss time to write their sentences. Put them in groups
as required. to compare and peer check their comparative sentences. To finish,
For Ex 3, put Ss in groups of four, each student from a different conduct class feedback.
pair. Ask each group to decide on a chairperson for the meeting.
Give Ss time to roleplay the meeting. Finish by asking each group Answer key:
to briefly report back on the issues they talked about and what 1
they decided they would do about them. 1 better 2 rather 3 more 4 bit 5 nothing 6 than
7 same league 8 to 9 not a patch on 10 quickly
Vocabulary Regulation 11 hold a candle 12 beyond comparison

Language focus 2 Comparatives
Instructions:
Distribute a set of cards to each group. Ask Ss to put the cards Materials: One set of cards per group of four
face down in a pile in front of them. Ss take turns to look at a Instructions:
card and explain its meaning to the other members of the group Tell Ss that they are going to be judges in a joke competition.
without saying the word itself. The first student to guess the word Direct Ss back to the text on page 54 of the Students’ Book and
correctly keeps the card. The student with the most cards at the elicit the types of word play mentioned, writing them on the board
end of the game is the winner. (pun, aptronym, portmanteau, backronym, spoonerism). Explain
As an optional follow-up, ask Ss to create a connection sentence that the first stage of the competition is to familiarise themselves
chain. Ask them to spread the cards out face-up in front of them. with the jokes. Put Ss in groups of four and distribute a set of cards
The first student picks up two cards, makes a sentence that to each group. Ask them to put the cards in a pile face down in
includes both words, then places them in a line. The next student front of them. Ask Ss to take turns to pick up a card, read the joke
must make a sentence using the word on the second card and the and try to explain it, if necessary. They then decide what kind of
word on another card. They then add that card to the chain. This word play the joke is. Conduct whole-class feedback to make sure
continues until all the cards are connected in one long chain. Ss understand each joke before the next stage.
Ask Ss to spread the joke cards face up on the table and discuss
Answer key: and compare them using comparative phrases from the language
Sample answers: focus box, e.g. Joke 1 is way better than joke 2 because … ;
ban (noun): an official order that prevents something being This joke isn’t a patch on the others ; I think joke 7 is beyond
done; (verb): to give an official order that prevents something comparison, etc.
being done. Each group must decide on the two best jokes. Have a class vote
breach: to break a law, rule or agreement for the best joke.
comply with: to obey a law, rule or agreement
curb: to control or limit something to prevent it having a harmful Answer key:
effect Joke explanations:
evasion: the act of avoiding something, often paying money 1 You can see yourself in a mirror, but see yourself also means
or tax to imagine oneself (pun).
face a sanction: to receive a form of punishment 2 The dentist’s name, Dr Chu, sounds like chew which relates to
face consequences: to deal with something that happens as a teeth. The orthodontist’s name, Dr Brace, relates to braces,
result of a particular action which orthodontists often put on teeth to straighten them
freeze: to not increase, e.g. prices or wages, for a period of time (aptronym, Dr Chu is also a pun).
go unpunished: when someone doesn’t suffer the 3 Much literally means ‘a lot’. Means a lot also means
consequences of breaking a rule or law ‘appreciated’ (pun).
monitor content: to carefully watch or check what people are 4 The word denial is an acronym for the made-up phrase with a
watching/searching/listening to similar meaning ‘Don’t Even Know I Am Lying’ (backronym).
restrict: to limit or control the size, amount or range of 5 The joke is the word play between the phrases pack of lies
something and lack of pies (spoonerism).
self-regulation: when an industry or organisation controls 6 A nose literally smells, but it sounds like the eyes are saying
itself to make sure rules are obeyed, rather than having an that something has a bad smell (pun).
independent organisation or law controlling it 7 The idiom it hit me means ‘I realised’. The frisbee also literally
severe penalties: a harsh punishment for breaking a rule or law hits the person, which explains why it is getting bigger (pun).
unauthorised: without approval or permission 8 Irrelephant combines the words elephant and irrelevant.
violate: to disobey an agreement, law or principle Irrelephant also sounds like irrelevant (portmanteau and pun).
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Vocabulary Responding to ideas When they guess correctly, Ss tick the corresponding item in Ex 1.
They then ask follow-up questions about their partner’s answer.

Materials: One worksheet per student This process continues until Ss have ticked the corresponding
Instructions: items for all the clouds. Elicit feedback by having a few Ss read out
Distribute the worksheets. Check Ss understand déjà vu in some of their answers and eliciting the correct item (1–12) from
item 4 (a loan expression from French – the feeling that what the whole class.
is happening now has happened before in exactly the same way).
Ask Ss to complete Ex 1, then compare their answers in pairs. Answer key:
Check answers as a class. For Ex 2, ask Ss to mingle around the 1 all (of) your friends
room. Ss talk to each other and see if they can find someone 2 only half the time
who can give a positive response to each of sentences 1–12. 3 both (of) those people
Encourage Ss to ask a follow-up question and make notes 4 some of the time
about the answer. After Ss have completed Ex 2, put them in 5 One of your first memories
pairs to compare some of the things they found out about their 6 those many little moments of
classmates. Conduct whole-class feedback. 7 the next few weeks
8 your very first day
Answer key: 9 almost all (of) the people
1 captivating 2 run-of-the-mill 3 catchy 4 surreal 10 exactly the right place
5 inventive 6 quirky 7 repulsive 8 witty 9 stale 11 rather a challenge
10 corny 11 bland 12 clumsy 12 a bit of a mystery
Vocabulary Idioms related to exploration

7A Materials: One worksheet per pair, cut in half
Instructions:
Language focus 1 Determiners Put Ss in A/A and B/B pairs and distribute the worksheet halves.
Materials: One worksheet per student Go through the instructions, emphasising that the idioms in the
box must be used to answer the questions. Give Ss time to look
Instructions:
at their idioms and discuss with their partner how the idioms
Distribute the worksheets and ask Ss to discuss the question in
might be used in a conversation. Ss should change the tense
Ex 1 in pairs. For Ex 2, ask Ss to complete the exercise individually,
or determiners in the idioms as needed. Put Ss in A/B pairs to
then compare their answers in pairs. Check answers as a class.
ask and answer the questions. For extra practice, Ss could swap
(Check Ss understand dog-eared in text A: books or papers that
worksheets and repeat the activity. Finish by eliciting possible
are dog-eared have been used so much that the corners are worn-
answers to each question from the class.
out, creased or torn.) For Ex 3, give Ss time to discuss their ideas in
pairs, then conduct class feedback. Alternative:
As an optional follow-up, Ss could write their own anecdote (real For an easier activity, put Ss in A/B pairs and ask them to work
or imagined) about an experience of being off the beaten track. together to think of a possible answer to each question using each
Encourage them to include different types of determiners in of the idioms on the other sheet. Then put Ss in new A/B pairs to
their anecdote. When they have finished, put Ss in small groups practise asking and answering the questions.
to compare their anecdotes and check each other’s use of
determiners.
7B
Answer key:
2 Language focus 1 Relative clauses
1 five 2 some of the 3 these 4 A few 5 hundreds of
6 Almost all the 7 rather a 8 quite a 9 one of those
Instructions:
10 the next 24 11 one of the 12 all the 13 most of the
14 exactly the Distribute the worksheets. Ask Ss to discuss the questions in Ex 1
in pairs, then conduct brief class feedback. Ask Ss to complete Ex
2 individually, then compare their answers in pairs. Check answers
Language focus 2 Determiners as a class. For Ex 3, put Ss in groups to discuss their ideas. Then
Materials: One worksheet per student ask a student from each group to briefly summarise the discussion
for the class.
Instructions:
Distribute the worksheets. Ask Ss to complete Ex 1 individually, Answer key:
then compare their answers in pairs. Check answers as a class.
1
For Ex 2, draw a cloud on the board and inside it write your own
A cyberscam is an internet-based scheme to deceive someone,
example of something from Ex 1. Ask Ss to guess which item
usually in order to get money.
(1–12) your answer refers to or get them to ask you questions
to work it out. Ss then write their own examples for eight of the 2
items in Ex 1 in the clouds on their worksheets. Remind them to do 1 many of which 2 at which point 3 to whom
this in a random order to make the activity more challenging. 4 shortly after which 5 which time 6 in which case
For Ex 3, tell Ss to cut or tear off the bottom half of their sheet and 7 according to whom 8 about which 9 the sight of whom
exchange it with a partner. Ss take turns to ask questions to try 10 the biggest of which
to guess the item (1–12) that the answer in each cloud refers to.
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Language focus 2 Relative clauses

7C
Instructions: Language focus 1 Reduced relative clauses
Distribute the worksheets and ask Ss to complete the sentences and similar structures
with their own ideas. Tell Ss to crosscheck their answers with
the structures on page 63 of the Students’ Book. For items 9 and Materials: One worksheet per student
10, Ss should write their own sentences, which should include Instructions:
an advanced relative clause. Put Ss in groups to compare their Distribute the worksheets. Put Ss in pairs to discuss the question
sentences. Conduct whole-class feedback. in Ex 1, then conduct whole-class feedback. Ss complete Ex 2
Alternative: individually, then compare their answers in pairs. Check answers
If space allows, do double-circle sharing. Put Ss in pairs and get as a class.
the class (holding their completed worksheets) to form two circles, For Ex 3, put Ss in pairs or groups to discuss the questions. If Ss are
one inside the other, with the outer partner facing inwards and stuck for ideas of their own, they could discuss their experiences
the inner partner facing outwards. Call out a number between of learning English, or something else such as a sport, workplace
1 and 10. Ss say their corresponding sentence. Give them about skill or hobby. Conduct whole-class feedback.
a minute to follow up with questions and discussion. Then, the
outer circle of Ss moves one place to face a new partner. Repeat Answer key:
the activity with a different number. 1 to work towards 2 needed 3 to motivate you
For an alternative mingle activity, cut the worksheet into cards and 4 willing to help you 5 passionate 6 to track your progress
distribute one card (using only cards 1–8) to each student. They 7 to teach your new skills to 8 to reflect 9 containing 10 made
should think about how they would complete the sentence, but
not write anything down. Put Ss in pairs and ask them to say their
Language focus 2 Reduced relative clauses
completed sentence, then swap cards. Ss find a new partner and
repeat the activity.
and similar structures
Answer key:
Instructions:
Sample answers:
1 I think the weather is going to be fine this weekend, in
group. Ask groups to match cards 1–6 with cards a–f to form
which case I’m going to go to the beach.
phrases with reduced relative clauses. Check answers as a class,
2 I’ve seen some terrible films, the worst of which gave me
then ask Ss to discuss what the full relative clause for each
nightmares for weeks.
sentence could be. Elicit some ideas.
3 The lesson will end soon, shortly after which I’ll go to the
café across the road. As a follow-up, ask Ss to write their own sentences using the
4 I own a lot of T-shirts, a number of which should be thrown prompts on cards 1–6, followed by a reduced relative clause. They
could work in their groups, checking each other’s sentences as
away according to my other half.
they write them. Conduct whole-class feedback.
5 I plan to be watching TV around 8 p.m., by which time I will
have finished my assignment.
6 I know a lot of football fans, according to whom the sport is a Answer key:
very important part of their life. 1 c (which/that tasted …)
7 I’m going to keep doing yoga until I can touch my toes, at 2 f (which/that is/was focused …)
which point I may become lazy again. 3 a (which/that are by …)
8 If there’s one thing about which I like to talk, it’s travel. 4 d (which/that I should/must/need to work on …)
9 I have seventeen cousins, ten of whom live in the same 5 b (who dabbles / who is/was dabbling …)
suburb as me. 6 e (which/that I can devote …)
10 I collect books, half of which I probably won’t ever read.
Vocabulary Skills and abilities
Vocabulary Deception Materials: One worksheet per student
Instructions:
Distribute the worksheets. Ask Ss to discuss Ex 1 in pairs, then
Instructions:
elicit a few ideas. Ss complete Ex 2 individually, then compare their
Distribute the worksheets. Put Ss in pairs to discuss Ex 1, answers in pairs. Check answers as a class. For Ex 3, emphasise
then elicit some answers. Give Ss time to complete the story that Ss should use language from page 64 of the Student’s Book
individually, then compare their answers in pairs. Check answers to describe their level of ability.
as a class. Put Ss in small groups to discuss the questions in Ex 3.
As an optional follow-up, pairs could write a short advertisement
Conduct whole-class feedback.
for a class or job of their own choice, similar to the ones in Ex 2,
using at least three phrases from the lesson. Pairs then share their
Answer key:
adverts with the class.
1 vigilant 2 discerning 3 streetwise 4 ripped off
5 taken in 6 gullible 7 ploy 8 ruse 9 on 10 bogus
Answer key:
11 purported 12 above board 13 duped 14 scammer
1 basics 2 novices 3 aptitude 4 savvy 5 rusty 6 get by
15 con
7 Clueless 8 depth 9 adept 10 all-rounder 11 hand
12 natural 13 Inept 14 accomplished 15 innate
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Vocabulary Idioms related to feelings
8A
Language focus 1 Describing habits and Instructions:
compulsions Put Ss in groups of three and distribute a set of cards to each
group. Ask Ss to match each grey card with a white card to form
Materials: One worksheet per student the idioms from page 69 of the Student’s Book. Then check
Instructions: answers as a class. Ss then mix up and spread out the cards face
Distribute the worksheets. For Ex 1, remind Ss to pay attention to down in front of them, the grey cards separated from the white
the phrase that precedes the gap to work out which verb cards. They take turns to pick up a grey card and a white card to
form to use. Give Ss time to complete the exercise individually, make an idiom. If the parts of the idiom match, the student makes
then compare their answers in pairs. Check answers as a class. a sentence including the reason for the idiom, e.g. I wanted the
For Ex 2, ask Ss to work in pairs to discuss their ideas. Conduct ground to swallow me up when I called my teacher ‘dad’ by
whole-class feedback. mistake.; I saw red when someone took my laptop without asking.
If the student makes a correct sentence, they keep the cards. The
Answer key: student with the most cards at the end is the winner. Conduct
1 take 2 to assume 3 putting 4 to straighten up 5 lining class feedback by eliciting some of the reasons Ss gave during the
6 wanting 7 chatting 8 making 9 having 10 say game and ask the class to guess the idiom, e.g:
11 to do 12 going on A: I won a talent competition.
B: Were you over the moon?
A: Yes, that’s right.
Language focus 2 Describing habits and
Alternative:
compulsions
Move straight from checking the matches to create reasons for
Materials: One card per student each idiom without doing the memory game. Ask each group to
Instructions: share two reasons for their answers, while the rest of the class
guess the idioms. You could also put two groups together to
Explain that Ss are going to describe an imaginary habit or
compare and guess each other’s ideas.
compulsion to each other. Distribute one card to each student and
tell them not to show it to anyone else. Ss plan how to describe
Answer key:
the habit on the card using phrases from page 69 of the Student’s
The correct answers are shown on the complete sheet.
Book and adding extra details of their own.
Conduct a class mingle. Ss share their habits with others, trying to
find others who have the same habit as them. After ten minutes,
conduct whole-class feedback. 8B
Alternative:
Instead of a mingle, organise Ss in groups in which they take turns Language focus 1 The future in the past
sharing their habits. Ss give each other advice on what they could
do to break these habits.
Give each student a picture to write about for homework. Ss bring Instructions:
their writing to the next class to share in small groups, checking Distribute the worksheets and put Ss in pairs to discuss the
the verb forms used with the habits. questions in Ex 1. Ask Ss to complete Ex 2 individually then
compare their answers in pairs. Check answers as a class. Ask pairs
Answer key: to discuss the questions in Ex 3. Elicit a few answers from the
Sample answers: class.
1 I’ll stay up really late looking at my computer, I’m always As an optional follow-up, Ss could write about their own
getting to sleep way later than I should. Then I’m completely coincidence (real or imagined) using some of the future in the past
exhausted in the morning. language from the lesson.
2 I tend to buy a lot of books without getting round to actually
reading them. I keep thinking I won’t buy any more, but I can’t Answer key:
stop myself! It’s becoming a pretty expensive habit. 1
3 I have this habit of losing my keys. I’m forever looking for A coincidence is when two things happen at the same time,
them. It’s a total waste of time! in the same place or to the same peolpe in a way that seems
4 I’m always drinking coffee, I’ll drink it at any time of the day, surprising or unusual.
often way too much. 2
5 I’m forever doing a million things at once. I’ll be cooking 1 course 2 set/due 3 expected 4 to 5 verge/point
and watching TV and trying to exercise and frankly, it’s 6 planned 7 point/verge 8 due/set 9 envisaged
overwhelming!
6 I tend to take photos of my food when I eat out. Then I’ll post
them for my friends on social media. It’s a rather annoying
habit for the person I’m eating with!
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Language focus 2 The future in the past

8C
Materials One worksheet per group of three, dice and counters
Instructions: Language focus 1 Emphasising advice
Tell Ss that they are going to play a game to practise the future in
the past. Put Ss in groups of three and distribute a game board, Materials: One worksheet per student
dice and different-coloured counters to each group. Point out Instructions:
that on each circle on the board is a situation in the past that Ss Distribute the worksheets. Ask Ss to discuss the questions in Ex 1
need to invent an excuse for. Focus Ss on the first circle on the in pairs, then conduct brief class feedback. For Ex 2, Ss complete
board and elicit some possible excuses using the language from the texts individually, then compare their answers in pairs. Check
the checklist at the bottom of the board. Tell Ss to take turns answers as a class.
rolling the dice and moving their counter the correct number of Put Ss in groups of three or four to discuss the questions in Ex 3.
circles. The student must then give an excuse for the situation Remind them to try to use emphasising structures in their tips.
on the circle using language from the checklist. If it is deemed To finish, ask each group for one of their tips.
satisfactory by fellow players, play continues for that student
when it is their turn. Otherwise, they miss a turn. Circulate during Answer key:
the game, providing help if necessary. The first player to reach the
FINISH circle is the winner. A
1 Whenever 2 Whichever 3 However 4 No matter what
5 whatsoever
Answer key:
Sample answers: B
1 I was on course to finish it when a customer called with an 1 Whenever (or Wherever) 2 Under no circumstances
urgent query. 3 Whatever 4 No matter what 5 Wherever (or Whenever)
2 I was all set to get an early night, but then I found this great
TV series … Language focus 2 Emphasising advice
3 I was on the verge of telling you, but I felt awkward!
4 I planned to catch the 7.30 a.m bus, but I spent too long Materials: One worksheet per group of three, cut into cards
packing my bag. Instructions:
5 I’m always about to call you when you call me! Tell Ss that they are going to do a roleplay to practise phrases for
6 I was just about to get out the vacuum cleaner, honestly! emphasising advice. Distribute one card (A–C) to each student.
7 I planned to do it before class, but I didn’t have a pen. Explain that there are three situations: one where they ask for
8 I was all set to go on the picnic, then it started pouring. advice and two where they will give advice. Put Ss in A/A, B/B, C/C
9 I expected to pass, but I probably should have turned up pairs or groups to work together and write their advice. Circulate,
for the exam. providing assistance as required.
10 I was about to wash them and then I realised it wasn’t Put Ss in A/B/C groups for the roleplay. Ss should take turns
my turn. sharing their ‘problem’, and the other Ss should work their advice
11 I was all set to be there on time, but then I was called into the conversation and avoid simply reading it aloud from their
into work. card. Finish by eliciting some of the best advice that Ss received for
12 I was on the point of buying a pair until I saw the price tag! each problem.
13 I planned to get it fixed on Saturday, but the shop was
closed.
14 I’d envisaged getting a beautiful card, but then I’m afraid Vocabulary Idioms related to risk
I simply forgot. Materials: One worksheet per student
15 We were on the threshold of launching the business, then
Instructions:
we had a falling out.
16 I thought it was due to start at 11 a.m., but it actually Distribute the worksheets and ask Ss to complete Ex 1 individually,
started at 10 a.m. then compare answers in pairs before checking answers as a class.
17 I was on course to participate, but then I sprained my ankle Ss work in pairs to complete Ex 2. Check answers as a class. Put Ss
the day before. in small groups to discuss Ex 3. Conduct whole-class feedback.
Answer key:
Vocabulary Decision making and reflection
1
Materials: One worksheet per student, cut along the line indicated 1 keep 2 play 3 with 4 the 5 took 6 clear 7 your
Instructions: 8 woods
Distribute the top part of the worksheet to each student. Put Ss 2
in pairs to complete Ex 1, then check answers as a class. For Ex 2, 1d 2f 3a 4c 5g 6e 7h 8b
give Ss time to complete the quiz individually, then distribute the
bottom part of the worksheet for them to read the results. For
Ex 3, put Ss in pairs to discuss their answers and results. Conduct
whole-class feedback.
Answers:
1 agonise over 2 weighing up 3 in a quandary 4 torn
5 didn’t pan out 6 reflection 7 stop short of
8 the benefit of hindsight
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Vocabulary Verb–adverb collocations
9A
Materials: One worksheet per pair, cut in half
Language focus 1 Narrative tenses Instructions:

Distribute half a worksheet to each student. Explain that although
Materials: One worksheet per student the scenarios are the same, the A/B worksheets have different
Instructions: adverbs gapped on them. Put Ss in A/A and B/B pairs and ask them
Distribute the worksheets and give Ss time to discuss the question to decide on an appropriate adverb to complete each gap in the six
in Ex 1 in pairs. For Ex 2, point out that in some cases, more than scenarios. To check their answers, put Ss in A/B pairs and ask them
one form may be possible. Ask Ss to complete the exercise to take turns reading out the scenarios. Ss then think of some advice
individually, then compare their answers in pairs. Check answers for the person in each scenario. Conduct whole-class feedback.
as a class. For Ex 3, Ss could try describing their memory using past As an optional follow-up, pairs could choose one of the scenarios
tenses first, then using a present tense for narrative effect. and develop a longer story about what has happened up to that
Alternative: point and what happens next, using narrative tenses. Ss then
swap partners to tell their stories.
Ss could write about a memory related to one of the senses in
Ex 1, then share their memories in groups.
Answer key:
The answers can be found on the other student’s sheet.
Answer key:
1 saw 2 were staying / had been staying 3 woke 4 built
5 know 6 ’d/had imagined 7 was 8 were always polishing
9 made 10 get 11 was exploring 12 had driven off 9B
13 ’d / had left 14 dip 15 hits / hit
Language focus 1 Reported speech
Language focus 2 Narrative tenses
Materials: One card per student Instructions:
Instructions: Distribute the worksheets and elicit the reported speech for the
Distribute one card to each student. Ss take a few minutes to first item in Ex 1. Ask Ss to complete the rest of Ex 1 individually,
think of a story (about a minute long) related to the statement on then compare their answers in pairs. Check answers as a class. For
the card and how they are going to use narrative tenses to tell it. Ex 2, Ss choose which sentences they want to give their opinion
Put Ss in pairs to tell their story. Tell the listener to encourage the on. For Ex 3, put Ss in new pairs. To finish, elicit from the class a
speaker with cues (Really? Wow! Oh no!, etc.) and ask questions few sentences in reported speech.
if possible. Encourage the speaker to use a range of appropriate
narrative tenses. When they have finished, Ss swap cards with Answer key:
each other and repeat the activity with a new partner. 1 had had enough of reality TV
Alternative: 2 shouldn’t spread gossip, but (he) had found it tempting lately
3 had studied English for a year in London
After Ss have told their story, ask them to reflect on the narrative
4 prefers to exercise in the morning
tenses they used, then repeat the same story with a new partner
5 an apple a day keeps the doctor away
with the aim of increasing their fluency and confidence.
6 (that) the students in her class last year had appreciated the
Distribute two cards to each student and let them choose which
range of choices for learning
card to use for their story.
7 had been trying to build his online presence
Put Ss in groups of three and distribute one card to each group. 8 90 percent of start-up companies fail within the first year
Tell Ss that they each need to tell a story related to the card. Two
stories should be true and one should be made up. Ss work
together to practise their stories. Then put groups together to tell Language focus 2 Reported speech
their stories. Groups need to guess which stories are true and
Materials: Half a worksheet per student
which one is made up.
Instructions:
Distribute the worksheet halves. Explain that Ss are going to
mingle and ask different Ss in the class questions to find out the
information on the sheet. They need to make notes to be able
to report to another student what they found out. Conduct the
class mingle. When Ss have finished, put them in pairs to compare
what they found out about their classmates. Monitor, offering
assistance and making notes of any errors you hear. Conduct
whole-class feedback. If you noted any errors with reported
speech, write sentences (adjusting for anonymity) on the board
and give Ss time to correct their work in pairs.
Alternative:
If your class know each other well, during the reporting stage Ss
could report their findings without saying who they are referring
to, i.e. Someone said … . The other Ss could try to guess who is
being referred to.
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Vocabulary Gossip and rumours Vocabulary Improvement and deterioration

Materials: One set of cards per group of three Materials: One worksheet per student
Put Ss in groups of three and distribute a set of cards to each Distribute the worksheets and ask Ss to complete Ex 1 individually.
group. In their groups, Ss match the two parts of phrases 1–11 Check answers as a class. For Ex 2, put Ss in pairs and while they
with a–k. Check answers as a class, then ask groups to divide the write their questions, monitor and help if necessary. For Ex 3, put
phrases into those used to introduce a piece of gossip and those pairs in groups of four to conduct their interviews.
used to respond to a piece of gossip. As an optional follow-up, Ss could write up the results of their
Alternative: interview as a short report.
Ask Ss to make up some news or gossip about fictional people to
collect some about celebrities from online sources. Ss take turns Answer key:
presenting their ‘gossip’ and responding to other people’s gossip 1
using the phrases on the cards or their own ideas. 3 beautify 4 compound 5 deteriorate 6 enhance
7 exacerbate 8 facilitate 9 hamper 10 hinder 11 impair
Answer key: 12 rectify 13 undermine
1 f 2 b 3 h 4 e 5 a 6 i 7 j 8 c 9 k 10 g 11 d 2
Introduce gossip: 1, 3, 7, 10, 11 Sample answers:
1 What improvements would enhance this street?
2 In your opinion, how important is the beautification of the
neighbourhood?
9C 3 Do any noises or smells hamper your enjoyment of this
street? What could be done to rectify this?
Language focus 1 Participle clauses and 4 Are there any obstacles that hinder pedestrians moving
verbless clauses freely and easily down the street? What could be done to
alleviate this?
5 Would you be interested in being part of a regular group
Instructions: which meets to facilitate change?
Distribute the worksheets. Put Ss in pairs to discuss the questions 6 Is the deterioration of any building of particular concern
in Ex 1, then conduct whole-class feedback. For Ex 2, Ss complete to you?
the task individually, then compare their answers in pairs. Check
answers as a class. As an extra activity, Ss could work in pairs and
discuss to what extent they agree with the sentences.
For Ex 3, give Ss time to write their own sentences, using the
10A
examples in Ex 2 for ideas. Put Ss in pairs or small groups to
compare and check each other’s sentences, while you circulate to Language focus 1 Emphasis and persuasion
check any language that they are unsure of.
Instructions:
Answer key:
Distribute the worksheets and give Ss time to discuss Ex 1 in pairs.
2
Ask Ss to complete Exs 2 and 3 individually, then compare their
1 b 2 i 3 h 4 j 5 c 6 f 7 g 8 a 9 e 10 d
answers in pairs. Check answers as a class.
Alternative:
Language focus 2 Participle clauses and Have a class mingle for Ss to roleplay the giving and receiving of
verbless clauses gifts. Ss write or draw their ‘gift’ on a piece of paper before folding
it in half and ‘giving’ it to a partner. When they receive their ‘gift’,
Materials: One worksheet per pair, with a few extra copies for
their response should include some language for emphasis. They
fast finishers
then continue by ‘giving’ the gift they received to a new partner,
Instructions: and so on.
Put Ss in pairs and distribute one worksheet to each pair. Check
Ss are familiar with the game of noughts and crosses and if they Answer key:
aren’t, demonstrate how to play it on the board. (Ss play in pairs
2
and take turns drawing a nought or a cross in one square of a nine-
1 perfect 2 always 3 How 4 locally-made 5 chocolate
square grid. The first player to get three noughts or crosses in a
6 better 7 do 8 just the right size
row, vertically, horizontally or diagonally wins.)
Explain that this version of the game works the same way, except 3
that before drawing their symbol in a given square, Ss need to a7 b2 c6 d1 e5 f3 g8 h4
make a grammatically correct sentence using the prompt in the
square. Ss play three games with their partner.
Finish by asking each student to say one of the sentences they
made during the game.
Fast finishers could play additional games on extra worksheets
or could take turns making sentences using the prompts in
squares left unused at the end of their games.
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Language focus 2 Emphasis and persuasion
10B
Instructions: Language focus 1 Heads and tails
Put Ss in pairs and distribute one worksheet per pair. Go through
the scenario with the class. For Exs 1 and 2, give Ss time to plan Materials: One worksheet per student
their menu and the presentation of their dishes. If Ss are from Instructions:
different countries, explain that they could invent dishes that Distribute the worksheets. Give Ss time to complete Ex 1
are fusion food (i.e. a mix of cuisines from different countries). individually, then compare their answers in pairs. Check answers
Circulate, providing help as required, then put two pairs together as a class. For Ex 2, encourage Ss to think about intonation
for the roleplay in Ex 3. and pauses round the heads and tails when they practise the
Alternative: conversations in pairs.
Start the activity by showing a short clip or trailer of a reality Ss can do Ex 3 individually or in pairs choose one of the contexts
cooking TV show. Discuss the elements of these shows and why from Ex 1 or their own idea and write a conversation similar to the
Ss think they are popular. ones in Ex 1, using heads and tails. This could then be performed
Ss could find images online or draw their dishes as part of their for the class or another student or pair.
presentation.
Answer key:
For a shorter activity, Ss could pitch one or two courses to each
1 the stripy one 2 The one with the palm trees 3 this door
other, rather than three.
4 Pull 5 these silly doors 6 the croissants
Rather than presenting in groups of four, each pair could choose 7 the custard ones 8 a doughnut 9 these buses
one course to present to the whole class. 10 Fifteen minutes 11 Ridiculous 12 a bus app 13 An app
Vocabulary Collocations: innovation Language focus 2 Heads and tails

Materials: Half a worksheet per pair
Materials: One set of cards per group of four
Instructions:
Instructions:
Put Ss in pairs and distribute half a worksheet to each pair. Explain
Put Ss in groups of four. Distribute a set of cards to each group and
that Ss are going to write gapped sentences for another pair
tell Ss that each card has a sentence head or tail on it. Ss spread
to practise the innovation collocations from the lesson. Point
the cards face-up in front of them and take turns to choose one
out to Ss the example gapped sentence on their respective
and make the head or tail into a sentence, e.g. It’s good, this pizza;
sheets. Brainstorm some areas of innovation that Ss could write
The music, it’s a bit loud, isn’t it? Ss then keep the card. Circulate
sentences about and write them on the board, e.g. architecture,
and help if necessary.
science, IT, medicine, education, their own field of expertise. Give
Once groups have made sentences for all the cards, divide each
pairs time to write their sentences while you circulate, providing
group into two pairs. Each pair writes a conversation including
help if necessary. Ask Ss to cut or tear their worksheet along the
sentences from as many cards as possible. (Tell Ss that in this
dotted line, then ask A and B pairs to swap sentences. Ss complete
part of the activity, it’s permissible to adjust the sentences they
the gapped sentences in their pairs, then check their answers
originally made.) To finish, Ss perform their conversation for the
with the pair who wrote them.
other pair in their original group.
Finish by asking each pair to choose one of the gapped sentences
they were given and read it out. The class guess the missing word.
Answer key:
Alternative: Sample answers:
Collect in the gapped sentences to check, then choose a selection 1 Cheese, you can never have too much of it in my opinion.
to turn into a worksheet for more practice in the next class or for 2 The music, it makes me want to dance.
homework. 3 All these people, why are they here?
4 The menu, it’s good, isn’t it?
5 The balcony, it’s full, sorry.
6 That bird, what on earth is it doing here?
7 It’s delicious, this pizza.
8 I love it, the weather at this time of year.
9 I don’t know if they’re allowed in here, children.
10 Look, they’ve turned it on, this fountain.
11 I’m so sorry about this, this awful mess.
12 It’s recharging at the moment, my phone.
276
www.frenglish.ru
Vocabulary Board games for their next turn. When all of the cards have been used, the

student with the most cards is the winner. If Ss finish reading their
Materials: One worksheet per student; cards and/or dice (optional) statements before all the concession clause cards have
Instructions: been used, they can make up new opinion statements on topics of
Distribute the worksheets. Put Ss in pairs to discuss briefly the their choice.
question in Ex 1, then conduct whole-class feedback. Give Ss time
to complete Ex 2 individually, then compare their answers in pairs. Vocabulary Evaluating
Check answers as a class.
As an optional follow-up, Ss could follow the instructions and play Materials: One worksheet per student
Squares. If you have packs of cards and dice available, Instructions:
Ss could try the other games, too. Distribute the worksheets. Ask Ss to complete Ex 1 individually,
then compare their answers in pairs. Check answers as a class. For
Answer key: Ex 2, put Ss in pairs and give them a time limit, e.g. ten minutes, to
1 rolls 2 scores points 3 take turns 4 ultimate goal complete as many of the sentences as possible. For Ex 3, put Ss
5 Shuffle 6 Deal 7 face up 8 Place 9 face down in new groups to compare their sentences. Finish by asking each
10 initial phase 11 take group to share a few of their most interesting sentences.
Answer key:
1 compelling 2 sound 3 convincing 4 cheap
10C 5 superficially 6 through 7 flawed 8 valid 9 attractive
10 lacking
Language focus 1 Concession clauses
Materials: Half a worksheet per student
Instructions:
Distribute the worksheet halves. For Ex 1, Ss choose the correct
alternatives individually, then compare their answers in pairs.
Check answers as a class. For Ex 2, Ss discuss the statements in
Ex 1 in pairs. If they disagree, they could write statements using
concession clauses to describe their own point of view. Conduct
whole-class feedback.
Answer key:
1 Even though 2 In spite of 3 Whereas 4 Nevertheless
5 Although 6 Attractive 7 Even if 8 However 9 While
10 Despite
Language focus 2 Concession clauses

Instructions:
Distribute one A/B/C opinion card to each student. Ss complete
the three opinion statements on their card individually, or
with someone who has the same card as them. Note that the
statements don’t have to reflect the student’s real opinion.
Suggest including words like should, must and always to make the
opinions generalisations. Emphasise that these sentences should
not include concession clauses.
Put Ss in A/B/C groups and distribute a set of concession clause
cards to each group to shuffle and deal between them. Ss then
take turns reading out one of their statements. The other Ss take
turns responding to it using the concession clause on one of their
cards. The aim of the activity is for each student to use up all of
the concession cards. When they have used one of their cards,
they discard it. When they have used all the clauses, there should
still be two statements to respond to. Ss can respond to those
with a concession clause of their choice.
Alternative:
For a competitive version of the activity, after Ss have written
their opinion statements, they place the concession clause cards
face down in a pile and each student picks up one. Ss take turns
to read their statements. The other Ss try to respond using the
concession clause on the card in their hand. If they succeed, they
‘win’ the card and pick up another one. If they fail, they place the
card at the bottom of the pile and take a new one in preparation
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NOTES
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NOTES
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NOTES
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NOTES
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NOTES
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NOTES
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NOTES
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NOTES
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NOTES
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NOTES
www.frenglish.ru
Pearson Education Limited
KAO TWO
KAO Park
Hockham Way
Harlow, Essex
CM17 9SR
England
and Associated Companies throughout the world.
english.com/roadmap
© Pearson Education Limited 2021
All rights reserved; no part of this publication may be reproduced, stored in
a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without the prior written
permission of the Publishers.
Photocopying The Publisher grants permission for the photocopying of those
pages marked ‘photocopiable’ according to the following conditions. Individual
purchasers may make copies for their own use or for use by the classes they
teach. Institutional purchasers may make copies for use by their staff and
students, but this permission does not extend to additional institutions or
branches. Under no circumstances may any part of this book be photocopied
for resale.
First published 2021
ISBN: 978-1-292-22870-9
Set in Soho Gothic Pro
Printed and bound in Slovakia by Neografia
Illustration acknowledgements
All illustrations by Morokoth Fournier des Corats
Photo acknowledgements
The publisher would like to thank the following for their kind permission to
reproduce their photographs:
123RF.com: Aleksandr Davydov 196; Alamy Stock Photo: Emre Ceylan 221;
Getty Images: Cavan Images 197, Edurivero 221, Ezra Bailey 206, GoodLifeStudio 176,
Hill Street Studios 206, Krisanapong Detraphiphat 196, Lilly Roadstones 223, Lisegagne 203,
Muriel de Seze 245, Nick David 223, PeopleImages 167, Serhii Sobolevskyi 196, SolStock 214,
Stereostok 196, Tomás Pedreira / EyeEm 196, Wavebreakmedia 206, Westend61 206;
Shutterstock: Halfpoint 248, Marvent 233, Tatiana Frank 206, Vable 208, 208.
Every effort has been made to trace the copyright holders and we apologise in
advance for any unintentional omissions. We would be pleased to insert the
appropriate acknowledgement in any subsequent edition of this publication.
www.frenglish.ru
Z05_Roadmap_TB_C1_28709_Imprint_FSC.indd 1 02/11/2020 14:53
Pearson Education Limited
KAO TWO
KAO Park
Hockham Way
Harlow, Essex
CM17 9SR
England
and Associated Companies throughout the world.
english.com/roadmap
© Pearson Education Limited 2021
All rights reserved; no part of this publication may be reproduced, stored in
a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without the prior written
permission of the Publishers.
Photocopying The Publisher grants permission for the photocopying of those
pages marked ‘photocopiable’ according to the following conditions. Individual
purchasers may make copies for their own use or for use by the classes they
teach. Institutional purchasers may make copies for use by their staff and
students, but this permission does not extend to additional institutions or
branches. Under no circumstances may any part of this book be photocopied
for resale.
First published 2021
ISBN: 978-1-292-22870-9
Set in Soho Gothic Pro
Printed and bound in Slovakia by Neografia
Illustration acknowledgements
All illustrations by Morokoth Fournier des Corats
Photo acknowledgements
The publisher would like to thank the following for their kind permission to
reproduce their photographs:
123RF.com: Aleksandr Davydov 196; Alamy Stock Photo: Emre Ceylan 221;
Getty Images: Cavan Images 197, Edurivero 221, Ezra Bailey 206, GoodLifeStudio 176,
Hill Street Studios 206, Krisanapong Detraphiphat 196, Lilly Roadstones 223, Lisegagne 203,
Muriel de Seze 245, Nick David 223, PeopleImages 167, Serhii Sobolevskyi 196, SolStock 214,
Stereostok 196, Tomás Pedreira / EyeEm 196, Wavebreakmedia 206, Westend61 206;
Shutterstock: Halfpoint 248, Marvent 233, Tatiana Frank 206, Vable 208, 208.
Every effort has been made to trace the copyright holders and we apologise in
advance for any unintentional omissions. We would be pleased to insert the
appropriate acknowledgement in any subsequent edition of this publication.
www.frenglish.ru
Z05_Roadmap_TB_C1_28709_Imprint.indd 1 02/11/2020 14:54

Roadmap c1 C2-Teachers Book

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Roadmap c1 C2-Teachers Book

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C1-C2

Damian Williams, Clementine Annabell

• Clear instructions on how to exploit each lesson

and assessment package A2+

Damian Williams, Clementine Annabell

4 F01 Roadmap SB C1 228662.indd 2 08/10/2020 11:21 F01 Ro

20 11:21 F01 Roadmap SB C1 228662.indd 3 08/10/2020 11:21 5

Contents FAST-TRACK ROUTE

6 F01 Roadmap SB C1 228662.indd 4 08/10/2020 11:21 F01 Ro

20 11:21 F01 Roadmap SB C1 228662.indd 5 08/10/2020 11:21 7

Map your own route through the course

Fast track route: Extended route:

Build your students’ confidence

training they igned to give lobal Scale

fidence in spe t on GSE lear

urces and asse tool, B1

k 70 80 and mobile

ctice Learn more

Damian Williams, Clementine Annabell

to three Master your skills lessons at the back of the book.

Each lesson includes language focus, vocabulary and

pronunciation and leads to a final speaking task based on

Global Scale of English learning objectives.

Key language is presented and cross-referenced to a

Language bank at the back of the book.

A Vocabulary bank extends some of the key lexical sets in

● get some exercise in the fresh air!

each unit and focuses on important areas such as word-building

An English in action lesson in each unit covers key functional

learners how their confidence and mastery of spoken language

STUDENT’S BOOK AND INTERACTIVE EBOOK

WORKBOOK WITH KEY AND ONLINE AUDIO

The Teacher’s Book features a host of support materials to help

teachers get the most out of the course:

● Teacher’s notes for every unit with warmers, fillers, alternative

suggestions, advice on dealing with tricky language items,

culture notes, etc.

● Teaching tips on useful areas such as dealing with mixed

abilities, teaching grammar, vocabulary and pronunciation

● Language focus and vocabulary photocopiable worksheets for

every Student’s Book unit, including accompanying teacher’s

notes and answer keys

● Class audio scripts and answer keys

TEACHER’S DIGITAL RESOURCES

M01_Roadmap_TB_C1_28709.indd 1-2 28/10/2020 18:47

Additional resources can be accessed on the Pearson English

● Presentation tool (see below) Student A

1 Being cooked for is way

u i r a than eating out.

● Video and video worksheets (see below)

● Mediation lesson worksheets

● Audio and video scripts

3 9 Today’s hit music is

● Student’s Book answer key

● Assessment package with a range of tests including unit tests

(language focus, vocabulary and functional language),

Exercise 1. Work in groups of the comparative forms

achievement and mid and end of course tests (language focus,

vocabulary, functional language and skills), with accompanying 21

● Can be used online or offline

● Planning mode (includes teacher’s notes) and teaching mode

● Easy navigation via book page and lesson flow

● Answers to exercises at the touch of a button